Classroom Management

(Classroom Management)

Mr. / Girgis

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"So do not fear, for I am with you;

do not be dismayed, for I am

your God. I will strengthen you

and help you; I will uphold you

with my righteous right

hand." Isaiah 41:10

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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.

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

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