Classroom Management.pptx by Dr. Muhammad Saleem Ch.pptx

education

1. Classroom Management and Teaching L earning Process By Prof. Dr. Muhammad Saleem Ch. ( 03334385609)

2. Objectives of the training General Objectives To able you to: manage classes control and grip disruptive behaviours perform well create a pleasant environment in class create effective and interesting teaching and learning process

3. Specific Objectives To able you to: define the classroom management, class and classroom define the teaching and learning Understand teaching and learning process Define strategies for teaching and learning process Comprehend the difference between mono and polo teaching and learning process

4. Introduction What is the meaning of: Class Classroom Management Classroom Management Strategies, tactics, techniques, methods, methodology…

5. Difference between Management and Administration The Primary focus of a Management is managing work, deciding who will do the work, and how it should be done, (but the primary focus of an Administration is assembling resources of an organization, and making policies as to what should be done and when it should be done .) A Person in charge of a Management is called a Manager (while a person in an Administration is called an Administrator .) Management Level: Middle and lower (Adm . L. : Upper level) Function: Governing and executive (Adm . L. : Legislative and determinative)

6. Classroom Management Broader concept Involves external factors (which take place out of the classroom) External factors have strong bearing on learners’ behaviors in classroom Classroom management demands: Enough resourceful teache r Definition: It 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 . cont …..

7. Section 1. “Classroom structure” What is classroom structure? T-Shape style V-Shape style C-Shape style U-Shape style L-Shape style Continued…………..

8. Classroom style Conference style 1. Oval Shape 2. Round Shape 3. Rectangle Shape Circle style Theater style Banquet style Cont ….

9. Shape styles of classroom structure

10. Section 2. “Appropriate size of classroom” Class size is considered important according to Available resource Physical dimension of the classroom Effective teaching (Hartley Par, 2020) 4. Strength of students 5. Strength of H.R.

11. Need for class size To avail physibility in contacting parents To control the class To complete paper work To teach effectively To focus all students To be productive and creative To control unfair means in class To deal problematic students

12. Class reduction requires Class reduction is impossible when Teachers are short Classrooms are less More strength of students (Kevin Teays , 2021 ) Note: Class can be divided into groups due to strength.

13. C.R. improves

14. Size of S.C. Size of H.S.C.

15. References Martins, P. S. and Walker, I. (2006). Student achievement and university classes: Effects of attendance, size, peers, and teachers. Monks, J. and Schmidt, R. M. (2011). The impact of class size on outcomes in higher education. The BE Journal of Economic Analysis & Policy, 11(1).

16. Effective classroom management strategies By grouping By monitoring By peering By appreciating By developing affiliation with students as a spiritual father Cont ….

17. Cont …… By appropriacy By moving By A. V. aids By encouraging and appreciating By variety of tasks By guidance and counselling By lesson planning (focusing different capable students)

18. Targeted feature of classroom management "Maintaining D iscipline” Discipline Changing, moulding, training and aligning the mind and character to bring about desired behavior to reach the already set objective is called discipline. Cont …

19. Worth of Maintaining Discipline in C.M/Why we do/require this……. To develop confidence in students To develop and grow balanced students To implement the already decided education programme To teach effectively To follow the rules To produce controlled behaviours Cont …

20. Cont … To maintain desirable conditions To work effectively To save time To achieve organizational/institutional goals in time To develop coordination To develop self control Cont …….

21. Principles of classroom Management Consider all equal Observe the discipline policy Implementing the programme with logic and courage Increasing responsibility Attain the discipline instead of maintaining it Make all students responsible and they realize it Observe disciplinary actions in disruptive behavior Avoid collective punishment

22. Major feature in discipline in classroom management "Time Management” Major Aim The one of major aims of this training is to be efficient to manage time using different techniques for achieving objectives. Cont …

23. Cont …one glimp from background (ext.) Industrial revolution (1760 to 1840) Agrarian economy to an industrial trade based economy…………..raised need of time management Need for new world order Development of postal service Cont ….

24. Cont.. Definition Time management is the process of organizing and planning how to divide your time between specific activities. Need for time management To spare free time To be efficient To meet set objectives, aims and goals in time Cont ……

25. Cont …. Methods of Time Management Activity Log: a written record of how you spend your time Time Management Matrix: Important, not important, urgent, not urgent etc. To do list Action program: to write acts which you will do, not write passive tasks Giving value to your time Multi tasks: you listen phone as well as you types too/doing it naturally

26. Cont … Leverage: Managing more than two tasks Planned and organized tasks Filing Managing email etc. Learn to say no

27. Challenges in Classroom Management Unseen happenings, circumstances, incidents etc. Interfering Getting late Intentionally putting off the task which is necessary (procrastination)

28. Cont …. Strategies Learn to say no Develop list of preference Control interruption of phones, cells and laptop etc. Write your busy and free time

29. Classroom Management Strategies Modeling/Ideal attitude/behavior/character Develop affiliation No strictness/punishment Giving motivation Effective communication Establish classroom management guidelines Establish classroom management rules

30. General definitions: Technique: execution/performance of a specified work/way of carrying a specific task Strategy: A plan of action to meet long term objectives, aims, goals Tactics: An action carefully planned to achieve a specific objective Method: A specific procedure for accomplishing something Methodology: A system of methods used in a specific area of a study or an activity

31. In brief

32. To sum up: Classroom management is Homework Rules Rewards Transitions Grading Discipline Class activities Effective communication Eye on all (equality) consistency Continuity of momentum throughout the day Be aware of all activities in classroom Balance between challenge and variety In short, good use of every instructional moment And so on…….

33. Books for reading Classroom Management that works by Robert J. Marzano Tools for Teaching by Fred Jones. Positive Discipline by Jane Nelson. Teaching with love and logic taking control of the classroom by Jim and Charles Fay Teach like a champion by Doug Lemov Setting limits in the classroom by Jim Fay Conscious Discipline by Dr Becky A. Bailey Beyond Discipline by Alfie Kohn Lost at school by Ross W. Greene

34. References Savage, T. V., & Savage, M. K. (2009). Successful classroom management and discipline: Teaching self-control and responsibility. SAGE. Ostrosky , M. M., Jung, E. Y., Hemmeter , M. L., & Thomas, D. (2008). Helping children understand routines and classroom schedules (What Works Brief Series, No. 3). Champaign, IL: University of Illinois at Urbana-Champaign, Center on the Social and Emotional Foundations for Early Learning Qualities of a dedicated teacher. ( n.d. ). Career Trend. https://careertrend.com/info-8544340-qualities-dedicated-teacher.html

35. . Bosch, K. (2006). Planning Classroom Management A Five-Step Process To Creating A Positive Learning Environment. Retrieved from https://pdf.wecabrio.com/planningclassroom- management-a-five-step-process-to-creating-a-positive-learning- environment Cini , S. (2017). Seven Key Elements for Effective Classroom Management. Retrieved from https://classroom.synonym.com/seven-elements-effective- classroom-management6562940.html Cantor, N. (1990). From thought to behaviour : “Having” and “doing” in the study of personality and cognition. American Psychologist, 45(6), 735–50.

36. . . Darling L., Chung, R., & Freflow , F. (2002). Variation in teacher preparation. Journal of Teacher Education, 53(4), 286-302. Hattie, J. (2002). Classroom composition and peer effects. School of Education, University of Auckland. Hattie, J. (2003). Teachers make a difference. What is the research evidence? International Journal of Educational Research, 37, 449–481

37. Section II Teaching Learning Process Teaching and learning process is essential components of education process. Teaching is a task of teacher to impart knowledge Develop attitude Develop skills Learning is The outcome of effective teaching Progressive change in behavior (that becomes permanent in session)

38. Cont …. Teaching is an active process in which one person shares information with others to provide them with the information to make behavioral changes. Learning is the process of assimilating information with a resultant change in behavior. Teaching Learning process Is a transformation process of knowledge from teachers to learners.

39. Cont …. A planned interaction that promotes behavioral change (that is not a result of maturation and coincidence)

40. Principles of effective teaching and learning process Encourage student-teacher contact (faculty) Encourage cooperation among students Encourage active learning Prompt feedback Emphasize time on task Communicate high expectations Respect diverse talents and ways of learning

41. Elements of Teaching and Learning Teacher Learner Learning environment Matter……content of learning Method Material Media….healthy psychological environment mastery Feedback practice

42. Methods of teaching and learning process Large level: lecture, panel discussion, team teaching , symposium… Small level: Group discussion, seminar, workshop, demonstration, field visit.. Individual level: Self study, counseling, project work, assignment

43. Thanks Any Question