Effective Classroom Management: Strategies and Techniques

1. Classroom ManagementPrepared & presented by:Abdelaziz Adnani

2. Objectives • Identify different classrooms. • Identify the levels of discipline. • Identify teacher behaviors that help maintain classroom discipline. • Identify effective teacher behaviors for the first few days of class. • Identify types of negative behaviors and strategies to deal with them

3. Objectives (cont.) • Develop classroom rules and consequences. • Identify Reasons for a discipline breakdown.

4. What is Classroom Management? • It’s the ffective enforcement of rules. • It’s effective discipline. • It’s being prepared for class • It’s motivating your students • It’s providing a safe, comfortable learning environment • It’s building your students’ self esteem • It’s being creative and imaginative in daily lessons • And . . .

5. . . . It’s different for EVERYONE!! WHY? • Teaching Styles • Personality/Attitudes • Student population • Not all management strategies are effective for every teacher • Try different strategies to see if they work for you

6. Why is Classroom Management Important? • Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate • Classroom management issues are of highest concern for beginning teachers

7. Classroom ManagementBasics • Students desire and need to know the expected behaviors in your class. • Students like a well structured, orderly class. • Students respect and admire teachers who can control their classes. • Classroom control is a major concern of most administrators.

8. Classroom management and general tips • Arrange the seating to make it both easier and more comfortable for students to see and talk to each other. • Stand up when you’re directing an activity. • Look at the students. Normal human contact frequently depends on, and is reinforced by, eye contact. • Use pair work and group work to increase talking time.

9. Classroom management and general tips (Cont.) • Use pauses to punctuate what you say. • Vary your voice. Pauses, stress and changes of pitch will mean it is much easier to follow what you say. • Be explicit. It’s the teacher’s task to structure classroom activities. This means planning in advance what is to be done and how it is to be done.

10. Classroom management and general tips (Cont.) • Demonstrate, rather than explain, new activities. • Exploit real events. Try to use natural language and draw students’ attention to expressions in natural contexts rather than coldly, as items to be learned. • Expand, don’t clutter. Less experienced teachers are advised as strong as possible to equip themselves with a range of techniques-which can be applied to different materials on different days in slightly different ways.

11. Principles for successful classroom management • Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors. • Teach students to manage their own behavior. • Students learn to be on-task and engaged in the learning activities you have planned for them.

12. 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.

13. Levels of Discipline • Preventative Discipline – teacher behavior that prevents the misbehavior before it happens. • Supportive Discipline – teacher behavior that corrects a misbehavior at first signs. • Corrective Behavior – teacher behavior to correct misbehavior after it happens.

14. Teacher Behavior for Effective Classroom Management

15. Set Your Standards Early • Start the very first day of class. • Keep rules simple, clear, and to a minimum. • Set up the classroom to encourage good discipline. • Use a seating chart.

16. Plan Effective Lessons • Start class promptly at first bell. • Have small assignments that students do everyday while you take roll, etc. (bell work) • Use many teaching techniques (3 per class period). • Teach until the last bell (have extra assignments to fill in if lesson runs short)

17. Make Learning Fun • Listen to students to get feedback. • Employ appropriate sense of humor. • Use interactive, hands-on activities. • Let students have ownership of the classroom.

18. Show Students You LikeThem • Be cordial and respectful. • You are not their FRIEND, you are their teacher. • Show appropriate signs that you enjoy being around them.

19. Emphasize the Positive • Students who consistently fail are more likely to be discipline problems. • Positive reinforcement can often deter behavior problems. • Everyone likes to succeed.

20. Empower Students to Learn • Constructivism – students are actively involved in building their own knowledge. • Student friendly teaching approaches. • keep students on task and reduce discipline problems.

21. Make Discipline Actions Quick, Consistent, Fair, and Just. • Don’t give idle threats. • Give consistent punishment for similar misbehaviors. • Follow through on your threats. • Have a set sequence of consequences.

22. Don’t Humiliate Students. • Humiliation and sarcasm will only make students dislike school and the subject. • Students who are consistently humiliated will often strike back, thus causing a more severe discipline problem. • Humiliation and sarcasm can often lead to complaints to the school administration for parents.

23. Don’t Use Grades as aThreat. • Grades are a measure of academic achievement, not behavior. (unless a separate conduct grade is given) • Lowering a grade due to a behavior problem can lead to parental complaints to the administration. (you will not be backed up)

24. Know Your Students • Meet the parents. • Check student records. • Discuss student with his/her other teachers.

25. Involve Parents • Contact parents early if you have behavior problems. • Students may have problems at home that carry over in to school. • Keep record of parental contacts.

26. Keep Discipline Records • Keep record of every discipline problem for every student. • Use Student Information Sheet. • Detailed records may be needed in future cases of discipline for that student. • Administrators and parents are impressed with in-depth, accurate records.

27. Use Your Own SpecialDiscipline Techniques • What works for one teacher may not work for another. • Be sure these special techniques are within school wide policies.

28. Use Administrators Before a Problem Gets Out of Hand • If there is a severe problem, seek the help of your administrators (write a referral, or call to classroom) • Don’t rely on administrators to handle all of your discipline problems, just use them for severe problems. • Consult them for advice.

29. Know Yourself • Don’t try to be something that you are not. Students will see right through you. • Let your personality show in the classroom. • Know your limitations and seek to improve your weaknesses.

30. 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 • Make sure classroom is comfortable and safe

31. 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 students’ names as quickly as possible

32. Transition vs. Allocated Time • Allocated time: the time periods you intend for your students to be engaged in learning activities • Transition time: the time periods that exist between times allocated for learning activities • Examples • Getting students assembled and attentive • Assigning reading and directing to begin • Getting students’ attention away from reading and preparing for class discussion

33. Transition vs. Allocated Time • The Goal: • Increase the variety of learning activities but decrease transition time. • Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another

34. Proximity and Body Language • Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously. • Be free to roam • Avoid turning back to class

35. Cooperation through communication • Verbalize descriptions of behaviors and never value judgments about individuals • Verbalize feelings but remain in control • DO NOT USE SARCASM • Do not place labels (good or bad) • Do not get students hooked on praise • Praise the work and behavior – not the students themselves • Speak only to people when they are ready to listen

36. Classroom Rules For Conduct • Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited. • A few rules are easier to remember than many rules. • Each rule in a small set of rules is more important than each rule in a large set of rules.

37. Necessary classroom rules of conduct • Maximize on-task behaviors and minimize off-task (esp. disruptive) behaviors. • Secure the safety and comfort of the learning environment. • Prevent the activities of the class from disturbing other classes. • Maintain acceptable standards of decorum among students, school personnel, and visitors to the school campus.

38. Establishing a “Businesslike” Atmosphere

39. 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.

40. 5 steps • Take advantage of the new school year or term to set the stage for cooperation. • Be particularly prepared and organized. • Minimize transition time. • Utilize a communication style that establishes non-threatening, comfortable environment. • Clearly establish expectations for conduct.

41. Beginning a new year • PLAN for a favorable beginning • Classroom organization • Ongoing routines • Use learning activities with easy-to-follow, uncomplicated directions. • Use a disclosure statement.

42. Disclosure Statement • Used to clearly communicate expectations to students and parents. • Refer back to the guidelines throughout the term. • Not a legally binding document.

43. Components of Disclosure Statement • Basic Course Outline • Grading Procedures • Include procedures for making up missed work, extra credit, homework expected, etc. • Attendance Policies (should be consistent with school policy) • Other class rules, policies, procedures.

44. Room arrangement • Make sure all students can see and hear clearly (and you can see them clearly). • Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.) • Allow room and easy access for proximity control. • Think through class procedures and learning activities and arrange the room in the best possible way.

45. Dealing with misbehavior

46. Functions of Behavior • Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher. • Do not tolerate undesirable behaviors no matter what the excuse. • Understanding why a person exhibits a behavior is no reason to tolerate it. • Understanding the function of a behavior will help in knowing how to deal with that behavior.

47. Dealing with off-task behaviors • Remain focused and calm; organize thoughts. • Either respond decisively or ignore it all together. • Control the time and place for dealing with off-task behavior. • Provide students with dignified ways to terminate off-task behaviors.

48. Dealing with off-task behaviors • Avoid playing detective. • Utilize alternative lesson plans. • Utilize the help of colleagues. • Utilize the help of parents or guardians.

49. Behavior: wandering around and off the subject. Using far-fetched examples or analogies. POSSIBLE RESPONSES: • Refocus attention by restating relevant point. • Direct questions to group that is back on the subject • Ask how topic relates to current topic being discussed. • Use visual aids, begin to write on board, turn on overhead projector. • Say: "Would you summarize your main point please?" or "Are you asking...?"

50. Behavior: Shyness or Silence -- lack of participation POSSIBLE RESPONSES: • Change teaching strategies from group discussion to individual written exercises or a videotape • Give strong positive reinforcement for any contribution. • Involve by directly asking him/her a question. • Make eye contact. • Appoint to be small group leader.