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Humor:
Teacher: You aren’t paying attention to me. Are you having trouble hearing?
(Classroom Management)
Mr. / Girgis
Introduction:
Again and again, teachers have been reported to judge
student misbehavior and
classroom discipline to be
among the most difficult and disturbing aspects of the
teaching experience as well as a major
factor
contributing to teacher discontent.
Classroom management is still a thorny issue for
teachers. Nearly half of new teachers report that they
feel “not at all prepared”or “only somewhat prepared”
to handle disruptive students.
1) What classroom misbehavior did you see in your
last school?
2) Who causes misbehavior?
3) What is it about pupils that makes them misbehave?
4)What do they need to do to stop misbehaving?
Significance
Classroom
management is how the teacher delivers
the curriculum, as well as the
environment in which
students will learn. There must be a kind of
rapport
between me and my learners.
I must treat my learners in the same
way I treat my
own sons and daughters. I must show my fatherly
love to
my learners before I present my lessons.
Love paves the way to perfect
learning.
Teaching
and Teacher research addressing
classroom discipline suggests that
there are a
number of disciplines to be more common in classes
containing greater numbers of misbehaving students.
![PDF] Roles of a Teacher in Colleges of Education | Semantic Scholar](https://d3i71xaburhd42.cloudfront.net/c8c629481f2d282c8df0faf6ba9813d6312744e2/3-Figure2-1.png)
Definition:
Classroom management refers to the wide variety of
skills and techniques that teachers use to keep students
organized,
orderly, focused, attentive, on task, and
academically productive during
a class. When classroom-
management strategies are executed effectively,
teachers
minimize the behaviors that impede learning for both
individual students and groups of students, while
maximizing the
behaviors that facilitate or enhance
learning. Generally speaking,
effective teachers tend to
display strong classroom-management skills,
while the
hallmark of the inexperienced or less effective teacher
is a
disorderly classroom filled with students who are
not working or paying
attention.
Classroom Management Strategies
1. Greet students at the door
2. Establish, maintain, and restore relationships
3. Use reminders and cues
4. Optimize classroom seating
5. Give behavior-specific praise
6. Set clear expectations
7. Actively supervise
8. Be consistent in applying rules
Entry Routine is a technique in which teachers
establish
a consistent, daily routine that begins as soon as students
enter the classroom—preparing learning materials, making
seat
assignments, passing in homework, or doing a brief
physical “warm-up”
activity would all be examples of entry
routines. This technique can
avoid the disorder and
squandered time that can characterize the
beginning of
a class period.
Do Now is a brief written activity that students
are given
as soon as they arrive in the classroom. This technique is
intended to get students settled, focused, productive, and
prepared for
instruction as quickly as possible.
Tight Transitions is a technique in which teachers
establish transition routines that students learn and can
execute
quickly and repeatedly without much direction from
a teacher. For
example, a teacher might say “reading time,”
and students will know that
they are expected to stop what
they are working on, put away their
materials, get their books,
and begin reading silently on their own.
This technique helps
to maximize instructional time by reducing the
disarray and
delay that might accompany transitions between activities.
Seat Signals is a technique in which students use
nonverbal signals while seated to indicate that they need
something,
such as a new pencil, a restroom break, or help
with a problem. This
technique establishes expectations for
appropriate communication and
helps to minimize disruptions
during class.
Props is the act of publicly recognizing and
praising
students who have done something good, such as answering
a
difficult question or helping a peer. Props is done by the
entire class
and is typically a short movement or spoken
phrase. The technique is
intended to establish a group culture
in which learning accomplishments
and positive actions are
socially valued and rewarded.
Nonverbal Intervention is when teachers establish
eye contact or make gestures that let students know they are
off-task,
not paying attention, or misbehaving. The technique
helps teachers
efficiently and silently manage student behavior
without disrupting a
lesson.
Positive Group Correction is a quick, affirming
verbal reminder that lets a group of students know what they
should be doing. Related techniques are Anonymous
Individual Correction, a verbal reminder that is directed
at an anonymous student; Private Individual Correction,
a reminder given to an individual student as discretely as
possible; and Lightning-Quick Public Correction, a quick,
positive reminder that tells an individual student what to do
instead of what not to do.
Do It Again is used when students do not perform a
basic
task correctly, and the teacher asks them to do it again the
correct way. This technique establishes and reinforces
consistent
expectations for quality work.
THE BIG FIVE
Rulers: establish and teach the rulers.
Routines: build the structure and
establish a routine within the classroom.
Praise: reinforce positive behavior using
praise and others means.
Misbehavior: address misbehavior.
Engagement: foster and maintain student
engagement.
Types of Classroom Management Styles
Most
leading education organizations recommend some
combination of
assertiveness and flexibility in classroom
management. This helps create
a learning environment
where the students feel respected by their
teacher and,
in turn, reciprocate that respect – ultimately reducing
undesirable behaviors. Your strategy on classroom
management might
include both proactive and reactive
approaches. Many teachers find that
vigorously
implementing proactive approaches reduces the
need for
reactive approaches.
Proactive Classroom ManagementProactive
teachers create a feeling of community in the
classroom by modeling and
encouraging positive behaviors,
by creating opportunities for
meaningful peer-to-peer or
student-to-teacher interactions, and being
aware of students
who may need additional support through challenging
times
in the school day. Creating a classroom environment where
children
feel motivated to engage in only positive behaviors
will reduce
disruption and create little need to apply reactive
strategies.
Proactive
approaches may include students co-creating
classroom rules, or having
students create and sign a
learning contract at the beginning of the
year.
In my third-grade classroom, we created a classroom rules poster
together. When it was complete, the whole
class brainstormed ideas for a
title. The winning title was,
“Cool Rules for Cool Kids” - they all
signed the bottom of
the poster and we hung it in our room.
I feel children should be moving, so we have “Stop, Drop, and Dance”
sessions throughout the day. Movement can
wake up a child’s brain and it
also reduces fidgeting (and
other distracting behaviors that come from
asking a child to
sit still all day). Furthermore, movement is a way to
work
through difficult situations: often I will “dance it out” with a
student who is upset about something. Dancing to upbeat
music just makes
everyone happy!
Reactive Classroom ManagementSome
effective reactive strategies include: pre-planning
alternate
activities for students who finish early and become
bored; having a
redirection strategy to use with students to
switch bad behaviors into
good; and responding quickly to
an upset child or mediating issues
between two or more
children so that undesirable behaviors do not
escalate.
In my first-grade classroom, I implemented a system whereby students
were each given a clip on a chart.
For each infraction, the students
would move their clip
through a progression of colors. The disciplines
ranged
from a yellow warning, to losing half of their recess, to
losing
all of their recess, to a red warning, which meant
a phone call home.
Using this simple and effective color-
coded approach, I made very few
phone calls.
