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Managing Classroom Behavior Unit 3.4

Managing Classroom B ehavior Unit 3.4 Roland chaplain (Page 129-145) Organizing Effective Classroom Talk Unit 3.5 Lyn Dawes (Page 146-158). Managing Classroom Behavior Unit 3.4. Objectives. by the end of this unit you should understand: The nature of behavior management in school.

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Managing Classroom Behavior Unit 3.4

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  1. Managing Classroom Behavior Unit 3.4 Roland chaplain (Page 129-145)Organizing Effective Classroom TalkUnit 3.5 Lyn Dawes (Page 146-158)

  2. Managing Classroom Behavior Unit 3.4

  3. Objectives by the end of this unit you should understand: • The nature of behavior management in school. • The value of proactive classroom behavior management plan (CBP). • Ways of responding to challenging behavior.

  4. What do we mean by managing classroom behavior? • Why do we need such knowledge? • Can you give some good strategies to control your classroom behavior?

  5. This unit will give you a framework for developing behavior management strategies. There are many factors related to effective management of pupil behavior such as: • organizational climate and aims of the school, • teachers personality, • socio-emotional competence and beliefs about the causes of behavior, • The academic and social development and dispositions of your pupils  • and group dynamics.

  6. from whole-school issues to challenging pupils: • Managing classroom behavior should be viewed in relation to a wider aspects of behavior management in school.  • All pupils should engage in positive behavior in the school to develop positive relationships, self-confidence and effective coping skills. • Schools in general should have Clear behavioral policies known to everyone in the school including teachers parent, students and stakeholders. • If the behavior policy is well understood and are consistently applied by all adults responsible for pupils, it can significantly reduce or eliminate many minor disruptive behaviors almost "automatically".

  7. Teacher stress, pupil behavior and classroom control: • Research shows that misbehavior can affect experienced teachers as well as trainee teachers. • there are two types of disruptive behavior:  1/ high-level disruptive behavior such as physical and verbal assault that happens rarely. 2/ low-level  disruptive behaviors such as talking out of turn, pupils getting out of their seats and not having equipment everyday behavior and that can be very stressful for teachers.

  8. What do you consider to be the main causes of disruptive behavior? • Within pupil: personality, part of growing up as children...etc. • Within school: curriculum, teachers ...etc. • Within the community: poor parenting ,poverty...etc. • Which factor do you think you have control on?

  9. Strategies that can minimize classroom misbehavior:

  10. Developing A CBP: Classroom behavior plan is not different to your lesson plan, it could be part of it or you can develop a separate one.  • Things to focus on: • -organizing your classroom according to your lessons. • -producing a classroom behavior management profile. • -checking your rewards and sanctions. • -your verbal and non-verbal behavior. • -contextual priorities.

  11. Let us share our feelings and ideasas teachers http://www.youtube.com/watch?v=XroJtR9gQc8&list=LP9uSbV2g4_RI&index=2&feature=plcp

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