CLASSROOM MANAGEMENT FOR TEACHERS .pptx

IMPORTANT FOR TEACHERS

1. CLASSROOM MANAGEMENT HOW CAN CLASSROOM MANAGEMENT AFFECT LEARNING?

2. CLASSROOM MANAGEMENT Classroom management has been cited as one of the most serious obstacles in promoting effective teaching. One of the most common reasons for teacher burnout and attrition of first year teachers.

3. THE AIM THE FOLLOWING OBJECTIVES: To clarify the meaning and significance of classroom management To establish the provisions that must be taken care of in providing the proper learning situation To explain how to maintain desirable classroom discipline; and To present some strategies and guidelines in good classroom management and discipline.

4. WHY DO TEACHERS IN GENERAL STRUGGLE WITH CLASSROOM MANAGEMENT? The answer, this lies in lack of training. Whether it is lack of training in school or on the job, teachers are not “born” classroom managers. While some teachers may excel in classroom management right away through charisma with their students, truly refined management comes from learning and training and is accessible to all teachers.

5. WHAT IS CLASSROOM MANAGEMENT? Administration or direction of activities with special reference to such problems as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of classroom, general house-keeping, and the social relationships of pupils Good classroom management creates an atmosphere that permits activities to be carried on efficiently and economically maximizing the time, effort and energy of both the teacher and the students.

6. OBJECTIVES OF A WELL-ORGANIZED CLASSROOM To have efficiency in the teachers and student’s time, efforts and energies; To efficiently use the physical facilities of school; and To promote an atmosphere which foster imaginative and creative activities

7. ASPECTS OF CLASSROOM MANAGEMENT Managing the Physical Environment Physical Condition of the Classroom Lighting Furniture Arrangement Seating Arrangement Establishing Classroom Routine Directing and Controlling Learning

8. PRINCIPLES IN CLASSROOM MANAGEMENT Consistent, proactive discipline is the crux of the effective classroom management. Establish routines for all daily tasks and needs. Orchestrate smooth transitions and continuity of momentum throughout the day. Strike a balance between variety and challenge in the students’ activities. As classroom manager, be aware of all actions and activities in the classroom.

9. PRINCIPLES IN CLASSROOM MANAGEMENT (CONT..) Resolve minor inattention and disruption before they become major disruptions. Reinforce positive behavior. Treat minor disturbance calmly. Work out a physical arrangement of the chairs that facilitates an interactive teaching-learning process. Make good use of every instructional moment. Minimize discipline time to maximize instructional time.

10. PRINCIPLE IN EFFECTIVE AND CONSTRUCTIVE DISCIPLINE Students need control and direction but it is unlikely that they can learn self-control and self-direction if they are controlled and directed all the time and at every turn. In general, students should learn to discipline themselves and thus grow up to become adults who are responsible, law-abiding, considerate of the welfare of others and able to carry on the important responsibilities of life in the face of frustration, tempting distractions and other difficulties. Schools should help the students develop self-discipline by teaching them such values and traditions.

11. PRINCIPLE IN EFFECTIVE AND CONSTRUCTIVE DISCIPLINE Effective discipline aims for self-direction and should be based on the tenets of democracy. Discipline, to be effective, should be vital, meaningful, sympathetic, and humane. The key is consistency and persistence. Democracy means freedom with restraint. Constructive discipline is feasible only when a thorough identification and study of the causes is made by the teacher.

12. IMPORTANT FUNCTIONS OF DISCIPLINE: It is necessary for socialization – for the learning of standards of conduct that are approved and tolerated in any culture It is necessary for normal personality maturation. It is necessary for the internalization of moral standards and obligations. It is necessary for the students’ emotional security.

13. PRINCIPLES UNDERLYING EFFECTIVE DISCIPLINE, THE TEACHER SHOULD: B e responsible for his own class discipline; P rovide a wholesome atmosphere which results from orderly and adequate classroom conditions; S timulate worthy motives and give the pupils every opportunity to direct their own efforts; B e aware of the pupils’ rights to be respected; B e aware of the individual differences and should give each children equal share of his attention, guidance, and direction.

14. CAUSES OF DISCIPLINARY PROBLEMS Teacher factor T eacher’s personal characteristics T eacher’s scholastic qualifications Pupil as a factor in discipline School as a factor in discipline

15. STRATEGIES AND GUIDELINES IN CLASSROOM MANAGEMENT AND DISCIPLINE All teachers are faced with problems of discipline. It is suggested that the best approach should be positive rather than negative. Aggressive disorder should be dealt with positively such as having a personal conference with the pupils and parents. Negative measures which should be avoided are sarcasm, threats, forced apology, punishment of the group for the offense of one or a few, ridicule, nagging, embarrassment, name calling, humiliating remarks, and corporal punishments.

16. TEACHER SHOULD ALWAYS TAKE NOTE OF THE FOLLOWING: Establish good routine habits and keep pupils busy. Stand at a place in the room where everybody can be within your gaze. Be alert to detect any signs of boredom, discontent, or misbehavior. Call on pupils who do not pay attention or who may begin to be disorderly. Firmness and forcefulness in speaking can make the pupils be attentive. Remain calm and poised even in an emergency.

17. Discipline - is about teaching people appropriate behavior and helping then become stronger or more in control of his or her emotions and being independent and responsible.

18. WAYS TO AVOID SERIOUS DISCIPLINE PROBLEMS Know the subject matter and be well-prepared. Call on class to order as soon as the bell rings. Follow an established routine everyday until students learn to follow it automatically. Have all the needed materials and equipment ready for use so you do not waste students’ time getting things arranged. Walk around the classroom whenever possible to make sure all the students are doing what they are supposed to be doing. Check on the previous assignment promptly. Make it clear to students that you expect them to work.

19. WAYS TO AVOID SERIOUS DISCIPLINE PROBLEMS ( C ONT..) Allow reasonable amount of time for special activities. Avoid the use of threats. Keep your sense of humor. Compliment students on worthy contributions. Handle calmly all undesirable attempts to attract attention. Try to involve all students in class activities. Always have planned alternate activities ready for emergency situations. Never be sarcastic. Implement group-oriented methodologies such as cooperative learning approach, peer tutoring and team learning.

20. MODES FOR ESTABLISHING DISCIPLINE Discipline is the students’ responsibility. Discipline is the teachers’ way of establishing a desirable student-oriented environment for learning. is coupled with effective teaching strategies and techniques Discipline is achieved through the effects of group dynamics on behavior. Discipline is believed to be the exclusive responsibility of the teachers.

21. STRATEGIES FOR HANDLING DISCIPLINE PROBLEMS Deliberately ignore the misbehavior – to a point. Intervene with nonverbal signals. Reduce the distance between the offender and you. Make an effort to rekindle lost interest. Use humor to defuse tension.

22. STRATEGIES FOR HANDLING DISCIPLINE PROBLEMS Cont. Give functional assistance to perplexed students. Do things differently now and then. Give support through routine-some students need it more than other. Use non-punitive exile. Physical restraint is sometimes necessary

23. WHAT ARE THE MOST IMPORTANT TOOLS WE AS TEACHERS CAN USE FROM DAY ONE TO DEVELOP GREAT CLASSROOM MANAGEMENT? Routines : also known as classroom procedures R id students of distractions that waste time and interfere with learning. Guesswork is minimized. Minor frustrations and inconveniences are fewer, as are opportunities for misbehavior. The students, then, are left to focus on learning.

24. POSITIVE FRAMING AND GOOD RELATIONSHIPS Positively Stated Rules are clear to students and provide observable behaviors for teachers to praise. Negatively written rules focus on what's wrong and put our classrooms in punishment mode.

25. CONSISTENCY As a teacher, I almost always found that if I was angry with my students, I had waited too long to address issues or that I was not using consequences consistently. Using minor interventions and small consequences that you can administer fairly and without hesitation before a situation gets emotional is the key to maintaining control and earning students' respect.

26. HOW CAN WE AS TEACHERS SEEK SUPPORT IN CLASSROOM MANAGEMENT? Again, the answer is training and implementation in your classroom. Seek help from your university. Seek professional development opportunities from administrators. Pour through online resources and books. Seek out effective teachers to observe and learn from.

27. LAST THOUGHT : If we are to ever close the learning gap in classrooms, it must first be with strong classroom managers. Learning these skills will benefit any teacher enormously and have a stronger effect on better learning outcomes. Being an effective Class Manager is not a talent which some people just have and others do not – it is a set of skills and an attitude learned through patience and practice.

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