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Classroom Management Tutorial

Classroom Management Tutorial. By: Miriam, Linda, Kelly-Anne, Holly, Simon and Matt. Scenario 2: Mustafa.

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Classroom Management Tutorial

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  1. Classroom Management Tutorial By: Miriam, Linda, Kelly-Anne, Holly, Simon and Matt

  2. Scenario 2: Mustafa Mustafa is a Year 9 student who is physically well-developed and sociable with his peers. Academically, he shows a low ability and he spends much time at the back of the class drawing in the back of his books and listening to his iPod. When asked to get to work, he picks up a pen but does not complete any work. Left alone, he is not a problem for the rest of the class although some students are now asking why he is allowed to do nothing.

  3. What might you do? In groups of 3, hypothesize what could be done to improve this situation.

  4. Mustafa’s Profile • Year nine student • Ethnic minority background • Likes interaction • Withdraws from class • Kinesthetic and spatial learner • Lacks motivation

  5. Beliefs and Misconceptions • Drugs and alcohol • Originates from a dysfunctional family • Popular culture and current trends • Today’s media

  6. Our group believes… • Mustafa displays a lack of engagement rather than any of the factors previously mentioned • Active implementation of a new strategy is needed

  7. Key Issues • Motivation • Engagement • Equity

  8. A motivated student shows “energetic engagement in a task or alertness and focused attention; persistence and the desire to seek high levels of competence and voluntarily return to a task” (Whitton et al 2004, p176).

  9. “High engagement is identified by on-task behaviours that signal a serious investment in class work. These behaviours include sustained interest and attentiveness, individual focus on work, showing enthusiasm for the work, and taking the work seriously.” (QT CPG 2003, p28).

  10. Mustafa shows none of these traits

  11. Where do we go from here? • Looking mainly at in-class strategies • “Give all that you can, and expect it in return” (Brady 2003, p25). • Many of these strategies are related to the Quality Teaching framework • Equity: How do we provide Mustafa with what he needs while being fair to the other students?

  12. Preparation Strategies • Communicate with other teachers about student • Talk with student on their terms • Be calm, positive and reinforce desire to help • Ask meaningful questions (i.e. establish problem; assist in creating suitable solution) • Ask student what they like and dislike about lessons.

  13. Preparation Strategies • Create action plan with student so that they understand and can follow it in order to achieve realistic goals • If majority of students are able to follow tasks that are set, possibly look at tailoring lessons to suit the student having difficulties and determine his/her learning style

  14. Classroom Strategies: Getting Mustafa on task • Development of rules and routines • An interactive teaching style • Matching between tasks and student’s interest and ability • Close monitoring and supervision; immediate corrective feedback

  15. Development of Rules and Routines • Academic achievement and time on-task are closely associated with classroom management: • Developing rules with students • Seating plan • Reward or incentive system

  16. An interactive teaching style • Strategies aimed at increasing academic engaged time: • Group discussions • Group work • Pace • Be prepared!

  17. Frederic Jones Model “Jones determined that teachers in typical classrooms spend approximately 50% of their instructional time managing students who are off-task…” (Konza et al 2003, p83).

  18. Jones: Incentive Systems • “Attractive” enough to provide motivation • Should be of educational value • Should be easily implemented • Must be used effectively • Should apply to the whole class

  19. Classroom Strategies • Match between tasks and student interest and ability level • Quality Teaching in NSW public schools: Significance • 3.1 Background knowledge • 3.3 Knowledge integration • 3.5 Connectedness • Close monitoring and supervision; immediate corrective feedback • Direct instruction within a community circle • S.T.E.T. Program (Konza et al 2003, p91-94)

  20. S.T.E.T. Program • Systematic Training for Effective Teaching (1980) • Promotion of a “democratic classroom” (strong emphasis on communication) • Encouragement rather than praise • Reflective listening • Use of “I” messages • Problem-solving conferences • Use of natural and logical consequences • Use of class meetings

  21. Practical Strategies: Getting Mustafa on Task • Increase visual component of lessons • Use higher levels of positive reinforcement • Chart progress • Give short instructions and redirections • Reduce irrelevant stimulation • Divide work into smaller sections • Use visual time cues

  22. Practical Strategies (continued) • Add novelty to maintain attention to task • Teach self-monitoring strategies • Assist with organisational strategies • Teach study skills • Use computers • Group work: each student has a role

  23. Follow-up Strategies • Communication with students, parents and teachers • Implementation of plan • Establishing in-class working relationship • Continual support • Teacher-student collaboration about assessment and class work

  24. Returning to your initial thoughts… • Thoughts? Comments? Complaints?

  25. The Great Debate • Should use of mp3 players be allowed and encouraged in the classroom as a means to motivate students and keep them on task?

  26. References • Brady, L. (2003) Teacher Voices – The School Experience. Pearson Education Australia, Frenchs Forest. • Dinsmore, T. S. (2003), Classroom Management, ERIC: ED478771, pp1-30, URL: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/3d/ec.pdf • Konza, D., Grainger, J., & Bradshaw, K., (2003). Classroom Management – A survival Guide. Social Science Press, Tuggerah. • NSW Department of Education and Training (NSW DET) Professional Learning Directorate (2004). Quality teaching in NSW Public Schools: An Assessment Practice Guide (QT APG), Ryde, NSW.

  27. References cont. • NSW Department of Education and Training (NSW DET) Professional Support Curriculum Directorate (2003). Quality teaching in NSW Public Schools: A Classroom Practice Guide (QT CPG), Ryde, NSW. • Vialle, W., Lysaght, P., & Verenikina, I. (2005) Psychology for Educators. Thomson Learning, South Melbourne. • Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., & Nosworthy, M. (2004) Learning for Teaching, Teaching for Learning. Thomson Learning, South Melbourne.

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