Classroom Management

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(Classroom Management)










Mr. / Girgis





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Classroom Management



Introduction:


Significance.



Strategies.




Classroom Management for High School Teachers - S&S Blog




Classroom Management



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 themmisbehave?



4)What do they need to do to stop misbehaving?


 


Exploring Classroom Management Styles - TeachHUB



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.


 


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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.


 


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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





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

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. 


 


SR Teaching & Learning - 🔺 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




Types of Classroom Management




🔺 Proactive Classroom Management


Proactive 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!

 


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🔺 Reactive Classroom Management


Some 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.

 


Internal links:


1-Classroom rules.


2-Disruptive learners.


3-Classroom discipline.


4-Students' behavior


5-Teaching diverse and multi-cultured


External Links:


1- English and Urban Slang online.


2-Positive Reinforcement

Photo: Cover of Forum

Teaching Forum 2011, Volume 49,


Number 2

1-Promoting Genre Awareness in the EFL


2-A New Approach to Teaching Referencing


3-Classroom Technology.


4-Fishing—A Sport for All Seasons


5-Classroom Activities


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