CT 100: Introduction to Teaching

1. CT 100: Introduction to Teaching Department of Educational Psychology and Curriculum Studies • Module 5: Developing Classroom Management Skills • Instructor: Mr. M. Likinjiye

2. Classroom management • What is classroom management? • What characterize well-managed classrooms? • Approaches to classroom management

3. Cont.. What is classroom management? • Classroom management refers to all of the things that a teacher does to organize students, space, time, and materials so that learning can take place effectively • Are that set of activities by which the teacher establishes classroom conditions that facilitate effective instructions

4. Cont… Characteristics of well-managed classrooms • Students are deeply involved with their work especially academic, teacher-led instruction • Students know what is expected of them and are generally successful • There is relatively little wasted time, confusion, or disruption • The climate of the classroom is work-oriented but relaxed and pleasant

5. Cont… Classroom organization • The physical structure of the learning environment can have varying implications that encompass learning objectives • Classroom organization include; • seating arrangements, • classroom displays and • positioning of materials and objects, etc.

6. Cont… • Seating arrangement • A good classroom seating arrangement is the cheapest form of classroom management • The kind of communication as well as the amount of communication that occurs in the classroom is partially a function of the seating arrangement • Seating arrangement should make all students easily seen and easily accessible to the teacher

7. Cont… • Seating arrangement should allow all students to see (the teacher, the chalkboard, etc) without moving chairs, turning their desks around, or craning their necks • For a normal classroom, seating arrangement should be flexible to accommodate a variety of teaching activities

8. Cont... Types of Classroom Seating Arrangements • Row seating arrangement, • Cluster seating arrangement, • Semicircle arrangement, • Full circle arrangement, • Lecture theatre mode, (Fixed furniture on terraces)

9. Cont… • Row seating arrangement • Consist of straight rows with chairs equidistant from each other • This type of seating arrangement persisted and dominates in most secondary and primary schools • It is also known as traditional seating

10. Cont.. Desk rows Desk rows

11. Cont.. Advantages • It is ideal for classroom management • Problem behavior and peer intimidation is less frequent • Prohibit students from cheating in exams Disadvantages • It is not ideal for student-student interaction • It places the primary interaction focus on the classroom to the teacher. • Unequal distance of students from the teacher/bb

12. b) Cluster seating Cluster seating Cluster seating

13. Cont.. • B). Cluster seating arrangement • It is also known as table seating or modular seating arrangement • The modular arrangement is found mostly in specialized classrooms (e.g. home economics. Science laboratories) • The modular arrangement is advocated for classes in which student-student interaction is most important.

14. Cont… • This arrangement is best for classes which require that the teacher work closely with individuals or small groups rather than the class as a whole. • The teacher is removed from the focal point in the modular arrangement.

15. Cont… Advantages • Very student centered • Increase student talking time while reducing teacher talk • The teacher assumes the role of the facilitator • Support students self-organized learning, e.g. project work

16. Cont… Disadvantages • Pose difficulties on class management • May cause problem behaviors and negative peer interaction • Increase students out of task tendencies • Difficult to get whole class attention C). Semi-circular seating arrangement • It also known as horse shoe or U-shape .

17. Cont… • It is frequently employed in smaller classes, such as seminars • This arrangement is the best if both student-student and student-teacher interaction are important to the learning in the class • The teacher and students share the focal point (focus) in the classroom

18. Cont..

19. Cont.. Advantages • Allows greater frequency of students participation in whole class discussion • The teacher can see all students at all times • The teacher can aid whole class discussion by giving direct instruction • It is efficient for class management

20. Cont… Disadvantages • Some rooms are not physically conducive to this arrangement for larger classes because of the "dead space" in the middle. • It establish some emotional distance btn the teacher (as a discussion leader) and students D). Full circle seating arrangement • Desks are arranged into a circle to facilitate class discussion/class meeting

21. Cont…

22. Cont.. Advantages • Allow students to see each other and therefore maximize verbal interaction among participants • Minimize both emotional and physical distance between participants

23. Cont… Disadvantages • It inhibits the teacher from moving freely to the chalk board or among students • Some rooms are not conducive for this arrangement • Not possible for large sized classes

24. Cont… 2. Arrangement/positioning of materials • Display of classroom materials is part of the learning environment • The way materials are displayed can affect learning • The display of materials whether on floor, table, or walls, should be at a height that student/pupils can reach and see clearly

25. Cont… • Wall displays should be fixed properly at a good height and they should stand straight ..\..\..\Documents\Classroom Walls and Teacher Bulletin Board Ideas.flv • The Wallclock should be positioned where is clearly visible from the teacher’s desk

26. Using and caring the chalkboard. • Ensure that all students can see the board • Clean the bb before the lesson(up/down strokes), • Portion the bb for the topic, sketches and notes, • Draw straight lines • Use a pointer when illustrating information • Use the right writing materials • Do not use your fingers for a duster • Do not speak to the bb.

27. Cont… Physical condition of the classroom • When entering a classroom, it is important to establish a routine of inspection to check; • Lighting • Temperature • Quality of air • If students are uncomfortable because of unfavorable temperature, inadequate lighting, learning will not be at the maximum

28. discipline Discipline has triple meaning: • Discipline(N) as an area of study. Marine Science, biology, psychology etc. are among disciplines of study. • Discipline (Adj.) as a description of one’s behaviour – how one composes him/herself. - well organized, ordered, efficient, regular • Discipline (V) as a treatment to foster desirable behaviour ( proactive and reactive discipline)

29. misbehaviors What is misbehavior? • Actions against rules of conduct of mainstream adult society • Any action by student(s) that threatens to disrupt the activity flow or pulls the class towards and alternative program of action • Vectors perceived as misbehavior are likely to be; • Public (visible to a significant portion of the class) • Contagious (capable of spreading rapidly or pulling other members of the class into them)

31. Cont… Examples of misbehaviors • Arriving late for lessons • Not paying attention to the teacher • Excessive talking • Being noisy-both verbally and non-verbally • Not getting on with the work required • Students/pupils being out of their own seats without permission from the teacher • Bullying and racial harassment

32. Cont… Causes of misbehavior • Boredom:- if the activity given last for too long or lack relevance, or too easier. • In ability to do the work given:-the work may be difficult or they are unclear about the task demands • Shortage of resources • Leaving students alone without work in the classroom

33. Cont… • Absence of misbehaviour control measures • Lack of negative consequences:- if a misbehaviour is not discouraged by the consequence that follow, it is likely to become more frequent ..\..\..\Documents\Maadili - HakiElimu.flv • The teacher’s behaviour:-rude, arrogant, unsympathetic and sarcastic teachers are most likely to have discipline problems in their classroom.

34. Protecting and restoring order Protecting order • Have the ability to anticipate problems before they arise • Establish ground rules to prevent misbehavior • Rules have to be logical • They have to be consistent with school regulation

35. Cont… Jacob Kunin(1970) highlighted teacher practices and procedures that lead to successful management. They are; • Demonstration of “with-it-ness” • Keep constantly alert to sights and sound around the classroom • Scan the classroom regularly • Overlapping • Attending to more than one event at the same time • Smoothness • Preplanning lessons so that extraneous matters are taken care beforehand

36. Cont.. • Once students are absorbed in their work, do not distract them. Leave them alone to work and assist them individually • Momentum • Is concerned with the pace of instruction • Keep the lesson moving briskly • Do not dwell on minor or already understood part of the lesson • Correct students quickly without nagging and return to the lesson

37. Cont.. • Group alerting • Used to keep students in suspense and other “on their toes” as to whether or when they will be asked to demonstrate their knowledge • Call on students at random • Physically move around the room and ask student to show what they have done • While asking one student to respond, look at other students

38. cont Restoring order • Dealing with minor misbehaviors • Dealing with more serious misbehaviors • Dealing with chronic problems • Dealing with minor misbehaviors • Use of non-verbal interventions • The use of verbal interventions

39. Cont.. Non-verbal interventions • They convey the message “I see what you are doing, and I don’t like it” • They include; • Making eye contact (staring) • Using hand signals • Moving closer to the misbehaving students • Stern facial expression and others (a frown) • They are less directive but encourage students to assume responsibility for getting back on task

40. Cont… • They are suitable for behavior that are minor and persistent, for example; • whispering, • staring into space, • calling out, • putting on make up and, • passing notes • Their advantage is that they deal with misbehavior without distracting other students

41. Cont…. Verbal interventions • Non-directive verbal interventions • They include; • Saying the student’s name • Incorporating the student’s name into ongoing instructions • Calling the students to answer a question • Use of humor • Use of “I-messages” • Generally they don’t give a direct command

42. Cont… (ii) Directive verbal interventions • Generally they provide soft commands to misbehaving students • They include; • Directing students to a task • Reminding students about the rule; “leaving the classroom without permission is against our classroom regulations” • They can also be framed as questions like “ would you like to sit down now?” • Positive phrasing; emphasizes the positive results of good behavior “you will have a chance to distribute books to others if you can sit properly and raise your hand”

43. Cont.. • Praising peers • Trying to stop misbehavior by praising a student or group of students exhibiting the desired behavior • The hope is that the deviant will notice and follow their (peers)example • A direct appeal • An explicitly request from the teacher to correct a disruptive behavior “please be nice, do not put your shoes on the table” • This appears to be confrontational compared to others

44. Cont.. (b) Dealing with more serious misbehaviors • The use penalties They include; • Loss of privileges • Isolation from the group • Exclusion from the class • Detention • Written reflection on the behavior • Contacting parents

45. Cont… (c) Dealing with chronic problems (i) Use of reality therapy (ii) Use of problems solving approach (iii) Use of behavior modification approaches

46. cont 1. Effective use of reprimands • A reprimand is an explicitly verbal warning or comment by teacher to the pupil which indicate a disapproval of the misbehaviour that occurred • The following are some of the consideration in using repremands; • Avoid anger. This may make an intertaining diversion to pupils

47. Cont.. • Avoid confrontations;-use private rather than public reprimands • Criticize the misbehaviour and not the student • Be consistent and fair:-a punishment should be proportional to offence committed

48. Cont… • Avoid reprimanding the whole class:-this will be unfair to those who behave well in class • Seek support:-if a misbehaviour is becoming impossible to manage, seek support from other teachers

49. Cont… i).Corporal punishment • Is the intentional act of disciplining by inflicting pain as retribution for an offence or wrongdoing • The purpose is to prevent the offense or wrongdoing from happening again by instilling or associating fear with the undesired acts • Corporal punishment include; spanking, birching, caning and others ..\..\..\Documents\Spare The Rod.flv