Classroom Management

(1)

CLASSROOM MANAGEMENT

(2)

COURSE DESCRIPTION

Provide the students with knowledge

of principles of classroom

management in teaching: creating

comfortable classroom atmosphere,

solving students’ managerial

and

instructional

problem

s

, principles of

teaching (opening, motivating,

encouraging, closing, etc), and

developing effective communication

skills.

(3)

COURSE DESCRIPTION

This course also gives students

opportunity to do a class

room

observation and arrang

e

meetings

with school counselor to get the

experience in analyzing how to

manage a class and how

to

_to

identify

_identify

and give solution to student’s

problem

(4)

A good class

manager

(5)

CONTENT

 Classroom activitiesClassroom activities

 Instruction and ManagementInstruction and Management  Perspectives of CMPerspectives of CM

 Definition of CMDefinition of CM  CM approachesCM approaches

 Elements of Effective CMElements of Effective CM  PlanningPlanning

 A good start (establishing rules, providing clear directions)A good start (establishing rules, providing clear directions)  Monitoring classroom environmentMonitoring classroom environment

 Managing InteruptionsManaging Interuptions  Management systemManagement system  Teacher’s attitudesTeacher’s attitudes  RecommendationsRecommendations  Self disciplineSelf discipline

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C

LASSROOM

A

CTIVITIES

Classroo m Activities Management Instruction Instructional Problem Managerial Problem Instructional Solution Managerial Solution Teacher ? ?

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INSTRUCTION AND MANAGEMENT

 INSTRUCTIONAL ACTIVITIES: Facilitating INSTRUCTIONAL ACTIVITIES: Facilitating

the student’s achievement of specific

educational objectives.

 Examples: Diagnosing student needs, Examples: Diagnosing student needs,

planning lessons, presenting information,

asking questions, and evaluating student

progress.

 MANAGERIAL ACTIVITIES: Creating and MANAGERIAL ACTIVITIES: Creating and

maintaining conditions in which

instruction can take place effectively and

efficiently.

 Examples: Developing teacher-student Examples: Developing teacher-student

rapport, and establishing productive group

norms.

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Classroom Management in Perspective

 The concept of management is broader than The concept of management is broader than

the notion of student discipline. It includes all

the things teachers must do to foster student

involvement and cooperation in classroom

activities and to establish a productive working

environment.

 The findings show that teachers who approach The findings show that teachers who approach

classroom management as a process of

establishing and maintaining effective learning

environment tend to be more successful than

teachers who place more emp

teachers who place more emphhasis on their asis on their roles as authority figures or disciplinarians.

(9)

Definitions of Classroom Management

 Classroom Management is set of activities Classroom Management is set of activities

by which the teacher establishes and

maintains those classroom conditions

which facilitate effective and efficient

instruction.

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CLASSROOM MANAGEMENT APPROACHES

 AUTHORITARIAN CLASSROOM AUTHORITARIAN CLASSROOM

MANAGEMENT APPROACH

 INTIMIDATION APPROACHINTIMIDATION APPROACH  PERMISSIVE APPROACHPERMISSIVE APPROACH  COOKBOOK APPROACHCOOKBOOK APPROACH

 INSTRUCTIONAL APPROACHINSTRUCTIONAL APPROACH

 BEHAVIOR-MODIFICATION APPROACHBEHAVIOR-MODIFICATION APPROACH  SOCIOEMOTIONAL-CLIMATE APPROACHSOCIOEMOTIONAL-CLIMATE APPROACH  GROUP-PROCESS APPROACHGROUP-PROCESS APPROACH

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AUTHORITARIAN APPROACH

 MANAGERIAL PROCESS:MANAGERIAL PROCESS: Student behavior Student behavior

is

is controlledcontrolled by the teacher. by the teacher.

 TEACHER’S ROLES:TEACHER’S ROLES: Establishing and Establishing and

maintaining order in the class through the

use of

use of controlling strategiescontrolling strategies..

 TEACHETEACHERR’S GOAL:’S GOAL: ControllingControlling student student

behavior.

 TEACHER’S STRATEGIES:TEACHER’S STRATEGIES: (1) Establishing (1) Establishing

and enforcing rules; (2) Issuing

commands; (3) Utilizing mild desists (soft

reprimand) ; (4) Utilizing proximity

control; and (5) Utilizing isolation.

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INTIMIDATION APPROACH

 MANAGERIAL PROCESS:MANAGERIAL PROCESS: Process of Process of

controlling student behavior through

the use of intimidating teacher

behavior.

 TEACHER’S ROLES:TEACHER’S ROLES: Forcing students Forcing students

to behave according to the teacher’s

dictates.

 Examples:Examples: Punitive, threatening, Punitive, threatening,

dominative, and pressuring practices.

 RESULTS:RESULTS: Temporary solutions Temporary solutions

followed by greater problems.

Problem’s symptoms only.

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PERMISSIVE APPROACH

 MANAGERIAL PROCESS: MANAGERIAL PROCESS: The The students’ students’

freedom has to be maximized

freedom has to be maximized as much as as much as possible.

possible.

 TEACHER’S ROLES: TEACHER’S ROLES: To promote the To promote the

freedom of students and thereby to foster freedom of students and thereby to foster

their natural development. To encourage their natural development. To encourage students to express themselves freely so students to express themselves freely so that they can reach their fullest potential. that they can reach their fullest potential.

 ATTENTION:ATTENTION: School and classroom are social School and classroom are social

system. Students are expected to exhibit system. Students are expected to exhibit

socially acceptable behavior. socially acceptable behavior.

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COOKBOOK APPROACH

 COOKBOOK APPROACH:COOKBOOK APPROACH: Bag-of-tricksBag-of-tricks  MANAGERIAL APPROACH: MANAGERIAL APPROACH: The form of The form of

recommendations touted as remedies for all recommendations touted as remedies for all

managerial ills. managerial ills.

 Descriptions: Descriptions: Lists of things-dos/always Lists of things-dos/always

and don’ts/never and don’ts/never

 EXAMPLE:EXAMPLE: Seven Ways to Improve student Seven Ways to Improve student

behavior,

behavior, (1) Always reprimand a student in (1) Always reprimand a student in private;

private;

(2) Always be firm and fair when dealing (2) Always be firm and fair when dealing with students.

(15)

INSTRUCTIONAL APPROACH

 ARGUMENT:ARGUMENT: Effective management is Effective management is

the result of quality instructional

planning (good lessons).

 WAR CRY:WAR CRY: “Make your lessons “Make your lessons

interesting.”

 TEACHER’S ROLES:TEACHER’S ROLES: To carefully plan To carefully plan

good lessons; To provide students

with a reasonable opportunity to be

successful; To gain and hold the

interest of students; To motivate

students.

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INSTRUCTIONAL APPROACH

 Two central managerial goals:Two central managerial goals: (1) (1)

Preventing managerial problems, and

(2) Solving managerial problems.

 Well-designed and well-implemented Well-designed and well-implemented

instructional activities

instructional activities as Primary as Primary

factor in preventing managerial

problems.

 9 Instruction managerial activities:9 Instruction managerial activities:

(1) Providing interesting, relevant,

and appropriate curriculum and

instruction; (2) Employing effective

movement management;

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INSTRUCTIONAL APPROACH

 (3) Establishing classroom routines; (3) Establishing classroom routines;

(4) Giving clear direction; (5) Utilizing

interest boosting; (6) Providing

hurdle help; (7) Planning for

environmental changes; (8) Planning

and modifying the classroom

environment; and (9) Restructuring

the situation

 Instructional managerial behaviors Instructional managerial behaviors

are effective in dealing with only very

minor of student misbehavior.

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BEHAVIOR-MODIFICATION APPROACH

 Its major principle: Behavior is Its major principle: Behavior is

learned (appropriate or inappropriate

behavior).

 Learning is largely influenced by Learning is largely influenced by

events in the environment.

 4 basic principles of learning as 4 basic principles of learning as

Influencing human behavior: (1)

Positive reinforcement, (2)

Punishment, (3) Extinction, and (4)

Negative reinforcement.

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FOUR BASIC CATEGORIES OF

CONSEQUENCIES

““The frequency of a particular behavior The frequency of a particular behavior

depends on the nature of the consequence depends on the nature of the consequence following the behavior.”

following the behavior.”

 When a reward is introduced When a reward is introduced - -

Positive Reinforcement

 When a reward is removedWhen a reward is removed – –

Extinction or time out

 When a punishment is introducedWhen a punishment is introduced - -

Punishment

 When a punishment is removedWhen a punishment is removed – –

Negative Reinforcement

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SOCIOEMOTIONAL-CLIMATE

 INTERPERSONAL RELATIONSHIPS ARE VERY INTERPERSONAL RELATIONSHIPS ARE VERY

IMPORTANT. IMPORTANT.

 EFFECTIVE CM IS A FUNCTION OF POSITIVE EFFECTIVE CM IS A FUNCTION OF POSITIVE

TEACHER-STUDENT RELATIONSHIPS. TEACHER-STUDENT RELATIONSHIPS.

 THE CENTRAL MANAGERIAL TASK OF THE THE CENTRAL MANAGERIAL TASK OF THE

TEACHER IS TO BUILD POSITIVE

INTERPERSONAL RELATIONSHIPS AND TO

PROMOTE A POSITIVE SOCIOEMOTIONAL

CLIMATE.

 THE FACILITATION OF SIGNIFICANT THE FACILITATION OF SIGNIFICANT

LEARNING IS A FUNCTION OF ATTITUDINAL

QUALITIES.

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ATTITUDES FOR FACILITATING

STUDENTS’ LEARNING

FREEDOM TO LEARN

CARL R. ROGERS (1969) CARL R. ROGERS (1969)

 COMMUNICATING REALNESSCOMMUNICATING REALNESS

 COMMUNICATING ACCEPTANCECOMMUNICATING ACCEPTANCE  COMMUNICATING EMPATHIC COMMUNICATING EMPATHIC

UNDERSTANDING

 UTILIZING EFFECTIVE COMMUNICATIONUTILIZING EFFECTIVE COMMUNICATION  UTILIZING REALITY THERAPYUTILIZING REALITY THERAPY

 DEVELOPING A DEMOCRATIC CLASSROOMDEVELOPING A DEMOCRATIC CLASSROOM  EMPLOYING LOGICAL CONSEQUENCESEMPLOYING LOGICAL CONSEQUENCES

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ATTITUDES FOR FACILITATING

STUDENTS’ LEARNING

COMMUNICATING REALNESS

 REALNESS IS AN EXPRESSION OF THE TEACHER REALNESS IS AN EXPRESSION OF THE TEACHER

BEING HIMSELF.

 THE TEACHER ACCEPTS AND ACTS ON HIS THE TEACHER ACCEPTS AND ACTS ON HIS

FEELINGS.

 THE TEACHER’S BEHAVIOR IS CONGRUENT WITH THE TEACHER’S BEHAVIOR IS CONGRUENT WITH

HIS FEELINGS (THE TEACHER IS GENUINE).

HIS FEELINGS (THE TEACHER IS GENUINE).  THE ESTABLISHMENT OF POSITIVE THE ESTABLISHMENT OF POSITIVE

INTERPERSONAL RELATIONSHIPS AND CLIMATE

IS ENHANCED BY THE TEACHER’S ABILITY TO

DISPLAY REALNESS.

(23)

ATTITUDES FOR FACILITATING

STUDENTS’ LEARNING

COMMUNICATING ACCEPTANCE

 ACCEPTANCE IS AN EXPRESSION OF A ACCEPTANCE IS AN EXPRESSION OF A

EBASIC TRUST THAT THE STUDENT IS

TRUSTWORTHY.

 THE TEACHER DISPLAYS CONFIDENCE AND THE TEACHER DISPLAYS CONFIDENCE AND

TRUST IN THE STUDENT’S ABILITY AND

POTENTIAL.

 THE TEAHER CARES, PRIZES, AND TRUSTS THE TEAHER CARES, PRIZES, AND TRUSTS

THE STUDENT.

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ATTITUDES FOR FACILITATING

STUDENTS’ LEARNING

COMMUNICATING EMPATHIC COMMUNICATING EMPATHIC UNDERSTANDING UNDERSTANDING

(25)

THE GOALS OF MISBEHAVIOR

Ignore misbehavior when possible. Give attention for positive behavior when child is not making a bid of it. Avoid undue service. Realize that reminding, punishing, rewarding, coaxing, and service are Temporary stops misbehavior. Later resumes same behavior or disturbs in another way Feeling: Annoyed REACTION: Tendency to Remind and coax ATTENTION I belong only when I am being noticed or served. Alternatives for Teachers. Student’s Response to Teacher’s attempts at Correction Teacher’s Feeling and Reaction Student’s Goals Student’s Faulty Belief

(26)

THE GOALS OF MISBEHAVIOR

Withdraw from conflict. Help child see how to use power

contructively by appealing for child’s help help and enlisting cooperation. Realize that

fighting or giving in only increases child’s desire for power. Active- or passive- aggresive misbehaviors is intensified, or child submits with “defiant compliance.” Feeling: Angry, provoked; as if one’s authority is threatened. REACTION: Tendency to fight or to give in. POWER I belong only when I am in control or I am boss or when i am proving no one can boss me! Alternatives for Teachers. Student’s Response to Teacher’s attempts at Correction Teacher’s Feeling and Reaction Student’s Goals Student’s Faulty Belief

(27)

THE GOALS OF MISBEHAVIOR

Avoid feeling hurt. Avoid punishment and retaliation. Build trusting relataliation. Build trusting relationship; convince child that she or he is loved Seeks further revenge by intensifying misbehavior or choosing another weapon Feeling: Deeply hurt. REACTION: Retaliate REVENGE I belong only by hurting others as i feel hurt. I cannot beloved Alternatives for Teachers. Student’s Response to Teacher’s attempts at Correction Teacher’s Feeling and Reaction Student’s Goals Student’s Faulty Belief

(28)

THE GOALS OF MISBEHAVIOR

Stop all criticism. Encourage any positive attempt, no matter how small; focus on assets. Above all, don’t be

hooked into pity, and don’t give up. Passively responds or fails to respond to whatever is done. Shows no improvement. Feeling: Despair; hopelessness . “I give up”. REACTION: Tendency to agree with child that nothing can be done DISPLAY INADEQUACY I belong only by convincing others not to expect any-thing from me. I am unable; I am hopless. Alternatives for Teachers. Student’s Response to Teacher’s attempts at Correction Teacher’s Feeling and Reaction Student’s Goals Student’s Faulty Belief

(29)

SEVEN KEY ELEMENTS OF EFFECTIVE

CLASSROOM MANAGEMENT

1.

1. PlanningPlanning

2.

2. Establishing Usable RulesEstablishing Usable Rules

3.

3. Getting Off to a Good StartGetting Off to a Good Start

4.

4. Providing Clear DirectionsProviding Clear Directions

5.

5. Monitoring the Classroom EnvironmentMonitoring the Classroom Environment

6.

6. Keeping Records EfficientlyKeeping Records Efficiently

7.

7. Creating Strategies for Managing Creating Strategies for Managing

Interruptions

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PLANNING

 Effective teachers plan ahead and critique Effective teachers plan ahead and critique

their lessons.

 Students’academic achievement can be Students’academic achievement can be

promoted through teachers’ planned and

communicated expectations.

 Well-prepared teachers keep lessons Well-prepared teachers keep lessons

moving at a brisk pace without ignoring

students’ difficulties.

(31)

ESTABLISHING USABLE RULES



The purpose of rules is to enhance

students’ academic and social

achievement.



Effective managers teach students

how to follow rules and procedures.



State rules clearly and enforce them

consistently.



Simplicity is the hallmark of effective

rules

(32)

GETTING OFF TO A GOOD START



Classroom procedures should be

discussed with the students at the

beginning of the school year.



Provide opportunities for students to

practice them to ensure

understanding.



State your expectations

frequently

and give students

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PROVIDING CLEAR DIRECTIONS



Giving directions is a clear part of a

teacher function.



Directions must be clear and

succinct.



Give the directions in a positive form.



Provide the students with a

constructive alternative.

(34)

MONITORING THE CLASSROOM

ENVIRONMENT



Effective teachers monitor student

behavior in the classroom.



Room arrangement is an important

part of a monitoring strategy.



Two critical aspects of room

arrangement: (1) your ability to see

all students, (2) the circulation

patterns you established

(35)

MONITORING THE CLASSROOM

ENVIRONMENT

 Monitor Monitor students’ seatworkstudents’ seatwork and make and make

needed adjustment.

needed adjustment. (Arrange the (Arrange the classroom for

classroom for efficient movementefficient movement).).

 Monitor seatwork by Monitor seatwork by moving aroundmoving around the the

room s

room sy_yst_ste_ematical_maticall_ly._y.

 Keep contact with individual students Keep contact with individual students

relatively short

relatively short..

 Have students Have students work togetherwork together during during

seatwork.

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CONDUSSIVE SEATING ARRANGEMENT

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CONDUSSIVE SEATING ARRANGEMENT

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CONDUSSIVE SEATING ARRANGEMENT

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Creating Strategies for Managing

Interruptions



30% of instructional day is lost to

anticipated and unanticipated

interruptions.



Lost time has a negative impact on

student academic achievement and

creat

e

_e

s the conditions for student

_{s the conditions for student}

behavior problems.

(40)

Anticipated and Unanticipated

Interruptions.

Anticipated

 Transitions b/w and Transitions b/w and

during instructional

episodes

 Equipment setupEquipment setup  Materials Materials

distribution/collection

 Changing from Changing from

teacher-to-student

centered activity

 Beginning/end of classBeginning/end of class

Unanticipated Unanticipated  Student illnessStudent illness

 VisitorsVisitors

 AnnouncementsAnnouncements

 Student behavioral Student behavioral

problems

 Equipment Equipment

malfunctions

 Materials shortagesMaterials shortages  Invitation, etcInvitation, etc

(41)

A Continuum of Management

Systems

 Self-DisciplineSelf-Discipline with a focus on Reality with a focus on Reality

Therapy

 The basic human’s need is identity-the The basic human’s need is identity-the

feelings of distinctiveness and worthiness.

 Developing social responsibility and Developing social responsibility and

feelings of self-worth are needed for a

success identity.

 They are the result of the student They are the result of the student

developing a good relationship with

others.

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TEACHER’S MOST IMPORTANT

ATTITUDES IN FACILITATING LEARNING

 Significant learning is largely a function of Significant learning is largely a function of

certain attitudinal qualities in the

interpersonal relationship b/w the teacher

and the student.

 Effective Teacher-Student and Student-Effective Teacher-Student and

Student-Student Relationship

Student Relationship

 Teacher needs to adopt the following Teacher needs to adopt the following

attitudes:

attitudes: Realness,_Realness,Genuineness, _Genuineness,

Empathy

Empathy toward the students, toward the students,

Acceptance and Trust of the students

(43)

TEACHER’S MOST IMPORTANT

ATTITUDES IN FACILITATING LEARNING

 Realness (Realness (GenuinenessGenuineness)) : an : an

expression of the teacher being

himself or herself

 The teacher’s behavior is congruent The teacher’s behavior is congruent

with his or her feelings.

 AcceptanceAcceptance: an expression of basic : an expression of basic

trust-a belief that the student is

trustworthy.

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TEACHER’S MOST IMPORTANT

ATTITUDES IN FACILITATING LEARNING

 Empathic understandingEmpathic understanding: an : an

expression of the teacher’s ability to

understand the students from the

student’s point of view.

 It is a It is a sensitive awarenesssensitive awareness of the of the

student’s feelings.

 Realness, Acceptance, and EmpathyRealness, Acceptance, and Empathy

are crucial to the rapport-building

process.

(45)

SUMMARY

OF THE RECOMMENDATIONS

 Address the student’s situation.Address the student’s situation.

 Express your feelings about the situation.Express your feelings about the situation.

 Express authentic and genuine feelings that Express authentic and genuine feelings that

promote student understanding.

 Diminish hostility by inviting cooperation.Diminish hostility by inviting cooperation.

 Recognize, accept, and respect the student’s Recognize, accept, and respect the student’s

ideas and feelings

 Provide guidence, Provide guidence, NOTNOT criticism. criticism.

 Avoid questions and comments that are Avoid questions and comments that are

likely to incite resentment.

 Listen to the students and encourage them Listen to the students and encourage them