EFFECTIVE CLASSROOM MANAGEMENT

1. EFFECTIVE CLASSROOM MANAGEMENT Ahmed Sebbar The Summer Teacher Training Forum Rabat, July 6-10,2009

2. Objectives By the end of this presentation, participants will be able to: • Understand the importance of effective classroom management practices • Understand key factors to effective classroom management • Understand how to manage rules and procedures • Understand how to handle discipline problems • Develop a personal philosophy of effective classroom management

3. Outline • Defining effective classroom management • Factors for effective classroom management • Relationship between effective teaching and classroom management • Teacher classroom management styles • Conclusion and Summary

4. What’s effective classroom management? Effective classroom management is not…….. • the creation of an orderly classroom • the reduction of misbehabiour What is effective classroom management then?

5. Definition 1 Effective classroom management is…….. • the creation of a learning environment. • the increase of appropriate behaviour.

6. Definition2 Classroom management is all the things a teacher does to organize students, space, time, materials, so that student learning can take place.

7. Why classroom management? Positive Indicators • Teacher has excellent rapport with class and learners with each other • Learners are motivated and participate readily and actively in different activities (no boredom) • Task objectives are consistently achieved (increase in time on task) • Increase in positive attitude towards the subject area ( increase in achievement) • There is variety in groupings and room layout

8. 4 key factors to effective classroom management • The physical environment of the classroom • Classroom climate • Rules and procedures • Teacher-student relationships

9. I. The Physical Environment of the classroom Things to consider: • The management of space should be conducive to learning • The physical environment of the classroom should support the tasks that will be carried out there • How will the students be working? alone? In pairs? In small groups? (Student desks should be arranged accordingly)

10. II. Classroom Climate Setting the classroom climate is key. It’s about creating an environment: • Where people treat each other with courtesy and respect • Where students follow rules, not out of fear, but because they feel ownership for them • Where the teacher’s goal is not so much to control students’ behaviour, but to create opportunities for students to develop and exercise control over their own behaviour

11. III. Rules and procedures • Rules and procedures are a prerequisite for effective classroom management and effective instruction. • 4 principles: • Rules must be reasonable and necessary. • Rules must be meaningful and understandable. • Rules must be consistent with instructional goals. • Classroom rules must be be consistent with school rules.

12. Behaviour Expectation 4 guiding questions: • What behaviour do I expect from my students? • How can I convey that to my students? • What will I do when a student misbehaves and breaks a rule? • Will I have a hierarchy of consequences to deal with mild, moderate, and severe misbehaviour ?

13. Setting and implimenting rules Remember ... To say what you mean. Mean what you say. Do what you said you would do. • "higher achievement is attained in classrooms that function in a businesslike manner, under high teacher direction, with a minimum of lost time or task disruption“ (Crocker and Brooker, 1986)

14. Teacher managerial qualities • Effective classroom managers establish rules and procedures at the beginning of school . • Effective classroom managers plan to prevent management problems. (proactive vs. reactive) • Effective classroom managers monitor to prevent problems. • Effective classroom managers use socialization as a way to resolve problem behaviour. • Effective classroom managers avoid criticism. • Effective classroom managers hold students accountable for their behaviour.

15. IV. Teacher-student relationships Learners' opinions of teachers • Learners prefer teachers who are : • Slightly strict • Scrupulously fair • Treat them as individuals • Have a sense of humour, but not one based on sarcasm

16. Discipline: Functions of behaviour

17. 4 Primary reasons for classroom misbehaviour • Attention • Power • Revenge • Avoidance/Escape

18. Attention • Attention-seeking students prefer being punished, admonished, or criticized to being ignored • Give attention to this student when he or she is on-task and cooperating (praise for effort)

19. A power struggle occurs when teacher and student want to control a situation. Dealing with power struggles can be difficult for teachers. When this happens to you, try to: • Ignore the student's attempt to engage you in a power struggle • Meet with the student individually to describe, in objective and explicit terms, the behaviour which you cannot accept • Give a warning, stress the consequence, and then follow through

20. Factors leading to discipline problems (manage or discipline?) • a gap in the lesson (bad planning, an activity loses momentum, a piece of equipment fails to work) • unclear instructions (they don’t know what to do, they don’t start and attention wanders) • overexcited students arrive from another class in a disorderly mood • lack of teacher attention (you need constantly to scan the room and keep your eyes and ears open to what is happening, especially in large groups) • work is too easy or too challenging (students give up or attention wanders)

22. Effective teaching effective classroom management

23. According to Wong et al. (2001), effective teachers share the following characteristics: • They are masters of their material. • They are well prepared and well organized. • They are enthusiastic about the the topic of the lesson. • They are warm and approachable, but not familiar. • They are alert and watchful. • They are firm and reasonable; fair and consistent. • They have clear and well-moderated speech.

24. Teacher management styles What is your classroom management profile? • Authoritarian teacher? • Authoritative teacher? • Indifferent teacher? • Laissez- faire teacher?

25. Conclusion • Effective teachers MANAGE their classrooms. • Ineffective teachers DISCIPLINE their classrooms. • Effective teachers have a minimum of student misbehaviour problems to handle. • Ineffective teacher s are constantly fighting misbehaviorproblems. • Effective teaching and learningcannottake place in a poorlymanagedclassroom. • Effective teachersmake effective use of classroom management strategies

26. Summary

27. ahmed.sebbar@gmail.com

28. THANK YOU VERY MUCH!

29. Selected Bibliography • Cangelosi, James S. (1988). Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation. New York: Longman • Cangelosi, J.S. (2000). Classroom Management Strategies (4th ed.). New York: John Wiley & Sons • Charles, C.M. (1992). Building classroom discipline (4th ed.). White Plains, NY: Longman • Froyen, L.A. & Iverson, A.M. (1999). Schoolwide and Classroom Management (3rd ed.). Upper Saddle River, New Jersey: Prentice Hall • Gallagher, J. D. (1998). Classroom assessment for teachers. Upper Saddle River, NJ: Merrill • Marzano, R. et al (2003). Classroom Management that Works. Alexandria: ASCD

30. Bibliography (continued) • Emmer, Edmund T., Carolyn M. Evertson and Murray E. Worsham. (2002). Classroom Management for Secondary Teachers (6th Edition). Allyn andBacon • Wong, Harry and Rosemary Wong. (2001) The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications