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Classroom Management

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Title: Classroom Management


1
Classroom Management
2
Rationale
  • Good classroom management is a key factor in
    teachers professional life. It helps to maintain
    congenial and positive learning environment in
    the class. It also helps to set standard
    procedures and rules to carry out in day-to-day
    teaching effectively and smoothly. This
    subsequently helps the students to learn skills
    which they need in the adult world.

3
  • Remember !
  • Classroom management makes you swim or sink!

4
Gardening and Knitting-an analogy !
5
  • Gardening
  • Good teaching is like gardening. The most
    important part of the activity is preparation of
    the soil so that plants can grow.
  • Knitting
  • If you dont get the very first row right, later
    in the pattern, you have to go back, rip out all
    the yarn, and start over again

6
What is Classroom Management?
  • The actions taken by the teachers to create and
    maintain a learning environment conducive for
    successful instruction.
  • Evertson Weinstein
  • 2006

7
What is your classroom management profile?
  • Activity 1.1

8
Authoritarian Style
The authoritarian teacher places firm limits and
controls on the students. Students will often
have assigned seats for the entire term. The
desks are usually in straight rows and there are
no deviations. Students must be in their seats at
the beginning of class and they frequently remain
there throughout the period. This teacher rarely
gives hall passes or recognizes excused absences.
9
Authoritative Style
  • The authoritative teacher places limits and
    controls on the students but simultaneously
    encourages independence. This teacher often
    explains the reasons behind the rules and
    decisions. If a student is disruptive, the
    teacher offers a polite, but firm, reprimand.
    This teacher sometimes metes out discipline, but
    only after careful consideration of the
    circumstances.
  • The authoritative teacher is also open to
    considerable verbal interaction, including
    critical debates. The students know that they can
    interrupt the teacher if they have a relevant
    question or comment. This environment offers the
    students the opportunity to learn and practice
    communication skills.

10
Laissez-Faire Style
  • The laissez-faire teacher places few demand or
    controls on the students. "Do your own thing"
    describes this classroom. This teacher accepts
    the student's impulses and actions and is less
    likely to monitor the behavior.

11
Indifferent Style
  • The indifferent teacher is not very involved in
    the classroom. This teacher places few demands,
    if any, on the students and appears generally
    uninterested. The indifferent teacher just
    doesn't want to impose on the students. As such,
    he/she often feels that class preparation is not
    worth the effort. Things like field trips and
    special projects are out of the question. This
    teacher simply won't take the necessary
    preparation time. Sometimes, he/she will use the
    same materials, year after year.

12
Kids ! You Just Cant beat them! Survival of
the fittest! When there is no organization,
strong start dominating the weak.
13
Your Classroom Management starts before the first
day of the school !
  • Be Proactive!

14
Activity 1.2
  • Make a list of things to do before school starts.
  • Room Environment
  • Find out about
  • Students Prep
  • Getting Organized
  • Procedures For

15
Components of Classroom Management
  • Good classroom management has three basic and
    necessary components
  • Rules and Procedure
  • Consequences
  • Relationships

16
Rules Procedures
17
Rules Facilitate best learning environment
  • Classroom rules should be set cooperatively.
    Establish a few general rules of classroom
    conduct.
  • Rules need to be established as a result of a
    meaningful classroom discussion.
  • Minimum rules with maximum consistency is the
    BEST guideline.
  • (Video)

18
Procedures
  • Procedures are usually unwritten, but have been
    practiced enough so students know them. It helps
    students to know what to do when.

  • Procedures need to be clearly stated, modeled,
    and practiced until ALL the students know them
    and become automatic.
  • (Video)

19
Consequences
Abide by the rules Positive Consequences
Do not abide by the rules Negative Consequences
20
Disciplinary Interventions
  • The most effective deterrent of inappropriate
    behavior is good instruction!
  • After that comes physical presence.
  • A friendly reminder.
  • A firm reminder in private
  • Go to the office!!!! should not be the first
    response unless the offense is totally
    reprehensible, dangerous, thoroughly disruptive
    and against a hard and fast school rule.

21
Relationships
22
Case Study
  • Activity 1.3
  • Pick a case from the basket
  • Read it and identify the reason of mismanagement
  • Discuss and suggest measures to improve the
    situation

23
Action/Strategies for good classroom Management
  • Use assertive body language
  • Use appropriate tone of voice
  • Persisting until the appropriate behavior occurs
  • Establishing clear learning goals
  • Providing flexible learning goals
  • Talking informally with students before, during
    and after class about their interests
  • Greeting students outside of school
  • Be innovative while setting your class
  • cont

24
  • Allow and encourage ALL students to be part of
    classroom discussions
  • Provide appropriate wait time.
  • Emphasize right parts of wrong answers
  • Encourage collaboration
  • Restate or rephrase the question
  • Give hints or clues
  • Provide the answer and ask for elaboration
  • Use humor
  • Develop a set of written expectations you can
    live with and enforce.
  • cont..

25
  • Be consistent. Be consistent. Be consistent.
  • Be patient with yourself and with your students.
  • Make parents your allies. Call early and often.
    Use the word "concerned."
  • When communicating a concern, be specific and
    descriptive.
  • Don't talk too much. Use the first 15 minutes of
    class for lectures or presentations, then get the
    kids working.
  • Break the class period into two or three
    different activities. Be sure each activity
    segues smoothly into the next.
  • Make eye contact by scanning the entire class
    while you speak.

26
What to do .??
  • Teacher, Im Finished. Now What Do I Do?
  • Quiet Choices
  • Control the noise element
  • Class Volume Control
  • Clapping in Pattern
  • Make all the students attentive all the time
  • Wisdom Jar
  • Reduce tiredness
  • Brain Break

27
Reflection
28
Never forget the power of one person to make a
difference in the life of a child.
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