1 / 48

Classroom Management

Classroom Management. 2014. What might classroom management mean ?. What would we as teachers like to expect from our students in the classroom ?. Classroom management can raise a number of concerns …. Worries …?. And issues with teaching methodology ….

tania
Télécharger la présentation

Classroom Management

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ClassroomManagement 2014

  2. Whatmightclassroommanagementmean?

  3. Whatwouldwe as teachersliketoexpect from ourstudents in theclassroom?

  4. Classroommanagement can raise a number of concerns….

  5. Worries…?

  6. And issueswithteachingmethodology…

  7. Weneedtoconsiderourobjectives and howtoachievethem…

  8. Rate yourself as a classroommanager! • How would you rate yourself at… • 1.1 Organizing classroom space (e.g., seating, resources, technology, decoration) to ensure safety, maximize • learning, and meet your overall goals and objectives? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.2 Keeping the flow of activities in the classroom moving smoothly? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.3 Establishing a manageable set of classroom rules and procedures and communicating with students • about them regularly (e.g., posting them, modeling them, explaining the rationale behind them, • discussing their applications in the classroom, and refining them as needed)? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.4 Providing clear directions for classroom tasks using a variety of modalities (e.g., verbal, visual, physical • demonstration) and checking to make sure students understand their roles and responsibilities? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.5 Developing an effective plan for managing student behavior that includes positive consequences, • negative consequences, and an appropriate level of home involvement? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.6 Managing non-instructional duties (e.g., taking attendance, distributing materials and take-home • notices, lunch counts) with minimal disruption to classroom learning? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • 1.7 Working effectively with other adults in the classroom (e.g., co-teachers, paraprofessionals, aides, • student teachers)? • Novice (1) Developing (2) Proficient (3) Expert (4) NA • http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/SilverStrongSelfAssessmentRubric.pdf

  9. Whatdoesn’twork?

  10. Whathappensifyou….. • Raiseyourvoicetoomuch • Sendthestudentsout of theclassroom • Discipline a student in front of theotherstudents • Getreallyangry

  11. A little bit of psychology… • Why do youthinkchildrenmightmisbehave? • Attention • Power • Revenge • Display of inadequacy

  12. Theanswersliewith…. • Acceptingthatsomebehavioursareageappropriate… • Helpingthechildtosucceed and createactivities that he can succeed at • Buildingself esteem. Oftenallthechildhearsarethesentencesbeginningwith “No!” and “Don’t!” so it is veryimportanttomakethechildfeelgoodabouthimself • Teachingthat “on task” behaviorgetsimmediatepositivefeedbacksuch as praise

  13. Inthe ESL classroom …whatareotherissueswithmanagingthestudents?

  14. What’sthesolution? • Topre-emptproblems (solveissuesbeforethey start) bythinking of whatto do in advance

  15. Whereshouldwebegin?

  16. What’sthe problem? • Powerimbalance..thestudentsare in control! • Takecontrol as theperson in charge! • Classroomentry…meet and greet. Why? • Makesomepositive (non-confrontational) statementsaboutwhatthestudentsaredoingright (praise) alongwithchattingwiththem • Let’sthink of examples of thesestatements…

  17. Thestudentsarenowcalm…whatnext?

  18. Aim? • Togetthestudentsseatedintotheclassroom and working as quickly as possible • Start bygettingattention of theentiregroup • Be clearwithyourinstructions… • Which of these is theclearestinstruction? • 1. “Please be quiet!” • 2. “Lineupagainstthewallfacingme and no talkingplease” • 3. Lineupnowplease! Keepthenoisedown!”

  19. What else? • Whereto start? • Getthestudentswhohave done as youhaveaskedtocometothebeginning of theline • Givepraisetothesestudents(“goodjob on liningup and not talking!” or “thankyou for listening!” ) • Thesestudentswillentertheroomfirst • As thestudentsenterwhatcouldyou say tothem?* • Whatactioncouldyoutakeiftheyare not listeningtoyou?

  20. Think for a moment aboutwhythisaspect of classroommanagementmaywork?

  21. Plan…. • Be ready! Have a seating plan on thewall (can be a class plan likethis) • Or can be name places (smallerchildren can write and illustratetheirown) • RememberROUTINES! Be as consistent as you can be EVERYlesson

  22. ClassroomLayout • How can thisaffectmanagement? • What can we do tochangethelayout in a positiveway?

  23. Whereshall I sit? • Look at thecards and decidewhereyouwouldplacethesestudents….

  24. Cards for seatingactivity

  25. Whatnext? • As they sit down, theyshouldhavethecorrectequipment…textbook, notebook and somethingtowritewith • Nowtheyhave sat down, theyneedto be ableto start an activityalmostimmediately • Activity can be called a “settlingstarteractivity” (RobPlevin) • Should be somethingthatthechildren can beginwithouttheteacher’shelp • Let’sthink of examples in pairs…

  26. Examples of teacher-freestarter board activities

  27. KeepInterest • “If students are introduced to topics that interest them, they’re more likely to be motivated!” • But…of couseweare not allinterested in thesametopic! • However, with each topic we shouldtrytoengage as many studentsas possible. • Oldtopicsneedto be “revitalized!”

  28. Personalize! Sue, great idea! Well doneJoe! Wow, that’s really funny! That’s amazing!

  29. Supporting and motivating • What can we do tosupportthestudentswhenthelanguageoutput is low in relationtotheinput?

  30. Sometips for managing… • PHYSICAL… Movearoundtheclassroom • INDIVIDUAL ATTENTION..focus on particularstudents • SECRET SIGN as a strategytoredirect • USE NON VERBAL CUES

  31. Tooloud/toomuchtalking • Pairwork/groups of three • Allparticipantshave a role • Groups can be regularlyrearranged as necessarysothatstudents can experiencemore/lessconfidentpeers • Havethestudents sit close (don’thavetoraisetheirvoices) • Givethestudents a time limit and use a timertosignalthat time is nearlyup

  32. VolumeControl !

  33. Interestingideas: http://www.ictgames.com/calmCounter.htmlorhttp://toonoisyapp.com/

  34. Activities toreducenoise… • Clappinggame • Jar of marbles • Raiseyourhand!

  35. TransitionTimes… • http://www.teachingideas.co.uk/more/management/files/1minutedynamite.swf

  36. Whatareyourexpectations? • Iftheyaretoohigh and yourstudentsarestrugglingwhat can you do?

  37. Differentiated • Definition? • Activity

  38. Usepositivenarration

  39. Rules…How?…When?…What?

  40. Punishment?

  41. Positivereinforcement

  42. Typicallearnerproblems in teacher centred classroom How am I going to learn to say that word myself if only she repeats it and she doesn’t ask me to repeat it? I got lost after the first two sentences…. She is using too many words! Why can’t she just explain the directions step by step without saying a whole bunch of other words?

  43. Student centred…. • Muchbetter for largeclasses • Ifyouwanttoencouragestudent talk in a crowdedclass, thebestwayto do this is pair/groupwork • Thestudentsareclosetoeachother in groups and theteacher can walkaround and listen • Groups and pairs can be mixed…composed of weak and strongstudents • Pairs can be good for practice/whenstudentsneedtofeellessinhibited and needsto “talk” more • But, thelargerthegroup, thelesstalking time there is for eachstudent…

  44. Addstudent-centered activities • Interacthigh and lowpatience activities • Games and competitionstokeepstudentsengaged and toencourageparticipation • Compare and contrastexamples of student and teacher centred activities

  45. Howtokeepstudentsengaged?

  46. CaseStudies…. • Look at thecardsthathavebeengiventoyou • Decidehowyoucouldmanagetheissue in yourclassroom

  47. What do youthinkthatyou can takeaway from thissession?

  48. Solvethe Word Worm! Classroommanagementmayappeartobechallengingbutitcanbeaddressedbyusingthetechniqueswehavediscussedtoday!

More Related