Effective Classroom Management
An Effective Classroom Management Context
(these four things are fundamental)
(these four things are fundamental)
1. Know what you want and what you don't want.
2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.
2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.
|
CLASSROOM ARRANGEMENT
|
||||||||||||||||||
|
While good classroom arrangement is not a guarantee of good behavior,
poor planning in this area can create conditions that lead to problems.
|
||||||||||||||||||
|
The teacher must be able to observe all students at all times and to
monitor work and behavior. The teacher should also be able to see the door
from his or her desk.
|
||||||||||||||||||
|
Frequently used areas of the room and traffic lanes should be
unobstructed and easily accessible.
|
||||||||||||||||||
|
Students should be able to see the teacher and presentation area without
undue turning or movement.
|
||||||||||||||||||
|
Commonly used classroom materials, e.g., books, attendance pads, absence
permits, and student reference materials should be readily available.
|
||||||||||||||||||
|
Some degree of decoration will help add to the attractiveness of the
room.
SETTING EXPECTATIONS
FOR BEHAVIOR
*Teachers should identify expectations for student behavior and
communicate those expectations to students periodically.
* Rules and procedures are the most common explicit expectations. A small
number of general rules that emphasize appropriate behavior may be helpful.
Rules should be posted in the classroom. Compliance with the rules should be
monitored constantly.
* Do not develop classroom rules you are unwilling to enforce.
* School-Wide Regulations...particularly safety procedures...should be
explained carefully.
* Because desirable student behavior may vary depending on the activity,
explicit expectations for the following procedures are helpful in creating a
smoothly functioning classroom:
- Beginning and ending the period, including attendance procedures and
what students may or may not do during these times.
- Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and special equipment. - Teacher-Led Instruction - Seatwork - How students are to answer questions - for example, no student answer will be recognized unless he raises his hand and is called upon to answer by the teacher. - Independent group work such as laboratory activities or smaller group projects.
Remember, good discipline is much more likely to occur if the classroom
setting and activities are structured or arranged to enhance cooperative
behavior.
MANAGING STUDENT
ACADEMIC WORK
* Effective teacher-led instruction is free of:
- Ambiguous and vague terms
- Unclear sequencing - Interruptions
* Students must be held accountable for their work.
* The focus is on academic tasks and learning as the central purpose of
student effort, rather than on good behavior for its own sake.
MANAGING
INAPPROPRIATE BEHAVIOR
* Address instruction and assignments to challenge academic achievement
while continuing to assure individual student success.
* Most inappropriate behavior in classrooms that is not seriously
disruptive and can be managed by relatively simple procedures that prevent
escalation.
* Effective classroom managers practice skills that minimize misbehavior.
* Monitor students carefully and frequently so that misbehavior is
detected early before it involves many students or becomes a serious
disruption.
* Act to stop inappropriate behavior so as not to interrupt the
instructional activity or to call excessive attention to the student by
practicing the following unobstructive strategies:
- Moving close to the offending student or students, making eye contact
and giving a nonverbal signal to stop the offensive behavior.
- Calling a student's name or giving a short verbal instruction to stop
behavior.
- Redirecting the student to appropriate behavior by stating what the
student should be doing; citing the applicable procedure or rule.
Example: "Please, look at the overhead projector and read the first line
with me, I need to see everyone's eyes looking here."
- More serious, disruptive behaviors such as fighting, continuous
interruption of lessons, possession of drugs and stealing require direct
action according to school board rule.
Assertive Discipline has been used by many schools, and is an effective
way to manage behavior.
PROMOTING APPROPRIATE
USE OF CONSEQUENCES
* In classrooms, the most prevalent positive consequences are intrinsic student
satisfaction resulting from success, accomplishment, good grades, social
approval and recognition.
* Students must be aware of the connection between tasks and grades. * Frequent use of punishment is associated with poor classroom management and generally should be avoided. * When used, negative consequences or punishment should be related logically to the misbehavior. * Milder punishments are often as effective as more intense forms and do not arouse as much negative emotion. * Misbehavior is less likely to recur if a student makes a commitment to avoid the action and to engage in more desirable alternative behaviors. * Consistency in the application of consequences is the key factor in classroom management.
SOME ESOL PRINCIPLES
(A FEW THINGS TO KNOW ABOUT L.E.P. STUDENTS):
* They are not stupid and they can hear what is being said.. They just
don't necessarily understand the language or culture, yet.
* They come from a variety of backgrounds, even in the same country. For example schooled, unschooled, Americanized, etc. * It is easy to misunderstand body language and certain behaviors. For example, eye contact, spitting, chalk eating, etc. * Don't assume they understand something just because it seems simple to you. Simplify, boil down. * Even when they have lost their accent, they often misunderstand common words and phrases. * Correct repeated patterns or mistakes. * Good E.S.O.L. strategies are good teaching strategies.
GUIDELINES FOR
EFFECTIVE PRAISE
(Applies primarily to
praise associated with instruction and student performance)
|
||||||||||||||||||
Source : http://www.adprima.com/managing.htm
.jpg)
.jpg)
.jpg)
%2Bcopy.jpg)
