class-management-techniques.pptx
- 2. Workshop Objectives: •To know the definition of classroom management. •To learn practical techniques for managing learners positively. •To know some examples of disruptive behaviours and how to deal with them.
- 3. Effective classroom management is necessary for all teachers and facilitators. Classroom management involves all aspects of what is going on in the classroom while a lesson is being taught. Not only does class management include how the teacher delivers the curriculum, but also how the students interact with the teacher and with others in the classroom, and extends to the classroom environment in which students learn as well.
- 5. Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class.
- 6. It is an ongoing process of managing students’ behaviour. It is a multi-factor process.
- 7. What are the benefits of managing the classroom well? 1. Learners learn best in a safe and secure environment. 2. It saves time and effort for the teacher. 3. It is easier to engage students and get them on task.
- 9. Techniques of Class Management Offer praise & incentives Classroom setting Body language T-S Rapport Setting rules Frontal teaching x group dynamics Good lesson plan & Those few minutes left Learner involvement in activities Positive class atmosphere Control class energy
- 10. 1- Body language & physical proximity: Non verbal communication can sometimes do miracles. Use facial expressions Use hand gestures, and body motion Use audible voice Vary your voice tone Vary the speed of your speech Keep eye contact Get into their space to give aid
- 11. 2- Setting rules & routines: Teachers need to establish some class rules of discipline. Power Teaching Classroom Rules: 1- Follow directions quickly 2- Use hand gestures 3- Make smart choices Teachers set routines for collecting homework, distributing worksheets, checking attendance ...etc .
- 12. Routines On average, students spend 15% of their class time following routine procedures. These procedures include things such as entering the classroom, getting books out and stopping work to pay attention to the teacher. You establish these routines at the start of the year, and, you establish, what you establish (i.e. it’s hard to change later). Research shows most teachers state such expectations, but it is the teachers who get students to practice them (while correcting along the way) that succeed in turning them into habits. Maintain the students’ dignity and self -esteem and encourage them to be responsible for their own behaviour .
- 13. Structuring Your Teaching Tactic #4: Judicious Use of Group Work Do not use group work with a new or difficult class until they can work well on their own (over several lessons). Even then, you still need to use group work judiciously. This involves ensuring that each student has a sufficient understanding of the: Material the group will work on (enough individual mastery first – then group work) Steps or strategies you want the group to use (have you explained/demonstrated it first)
- 14. Tactic #5: Hold Your Students Accountable Students are more likely to behave well when they know you will check: They have produced enough work That this has led to adequate learning Asking students to show what they have done, and marking work as a class are 2 quick ways to do this.
- 16. 3- Offer praise and give incentives Praising learners or giving them incentives when they do good things means that you expect them to do this behavior more and more.
- 17. 4 - A good lesson plan: Planning a lesson which is suitable to the level , interests , learning styles and age group of learners can save time , effort and guarantee learning. Those few minutes left : Teacher must always be prepared with some extra activities (extension) that reinforce a certain skill on one hand and keep learners busy on the other hand . Good time management Transition time Decrease transition time.
- 18. Structure Your Teaching There are many aspects to good teaching, but some of them have more impact on classroom behaviour than others. When teaching a new class, or struggling to gain control of a tough class the following aspects of teaching are absolutely critical: clear lesson goals, never asking students to do something they don’t know how to do, judicious use of group work and holding them accountable for the work they have done (either as an individual or in a group).
- 19. Tactic #1: Be Prepared Being unprepared is a common cause of poor student behaviour. Therefore, it is important that you are well prepared. Focus on your planning and your resources. More specifically, they describe what you want your students to: •Know and understand •Be able to do This clarity comes from •Year Level learning outcomes •Unit learning outcomes •Lesson learning outcomes Being prepared involves both planning and organisation. When dealing with a new or challenging class, always have your day planned and your resources ready before you start the next day
- 20. Structuring Your Teaching Tactic #2: Explain & Demonstrate First Asking students to do something that you haven’t shown them what to do is a recipe for both frustration and misbehavior. Always start your lessons by clearly: Explaining anything that your students need to know Demonstrating anything you want your students to be able to do Do this in a clear, step by step manner. And use: Visuals to support your explanations Thinking aloud, while demonstrating how to do something
- 21. Tactic #3: Individual Learning First After you have: Explained what your students needed to know Demonstrated what they must be able to do You need to get them to individually engage with the material. The specific strategies you use to engage them will vary depending upon what you want them to learn. For example: Summarising, taking notes, making connections to prior knowledge and rehearsing are ways to engage students in learning surface knowledge Practising is a good way to master specific skills or procedures Reflective writing and reorganising material are good ways to promote deeper learning But what matters in terms of managing the behaviour of a new or challenging class, is that: The students work individually Doing so well becomes a routine before you start taking your eyes off the class and helping individual students This allows you to keep an eye on the class as a whole, and use on-the-spot techniques to nip small problems in the bud.
- 22. Structuring Your Teaching Tactic #4: Judicious Use of Group Work Do not use group work with a new or difficult class until they can work well on their own (over several lessons). Even then, you still need to use group work judiciously. This involves ensuring that each student has a sufficient understanding of the: Material the group will work on (enough individual mastery first – then group work) Steps or strategies you want the group to use (have you explained/demonstrated it first)
- 23. Tactic #5: Hold Your Students Accountable Students are more likely to behave well when they know you will check: They have produced enough work That this has led to adequate learning Asking students to show what they have done, and marking work as a class are 2 quick ways to do this.
- 24. Organising & Structuring Your Teaching Minimizes Misbehaviour To organise and structure your teaching use these 5 tactics: Being prepared Explaining and demonstrating things first Getting students to work on their own – and watch them Making timely and careful use of groupwork Holding your students accountable These 5 tactics are not all there is to good teaching, let alone great teaching. Nor are they all you need to do to manage your students’ behaviour. But they are an important foundation.
- 25. 5- Control class energy Teachers use energizers ( stirrers ) and settlers to keep control over the learners and achieve good class management. https://www.teachingenglish.org.uk/professional- development/teachers/managing-lesson/articles/stirrers- and-settlers-primary-classroom
- 26. 6- Frontal teaching x group dynamics : Frontal teaching group dynamics Teacher Teacher Teacher Teacher The frontal teaching occurs when the teacher addresses the whole group ,who respond in union or one by one. The time involved in active communication is limited . It is perhaps an attractive method for teachers because discipline in the classroom is very easy and the students are so quiet . Newer approaches to teaching languages make class activities much more communicative and efficient.
- 27. a. Arrange the seating of learners in a way that enables p ∕ p interaction. b. Give effective, clear instructions. c. Relate material to students’ lives, experiences and current events. d. Pace of instruction should be appropriate e. Engage students in group work and role playing as misbehaviour happens because students find “acting out “ more interesting than a boring lesson. 7- Learner’s involvement in activities: How can teachers increase learner’s involvement and participation?
- 28. 8- Teacher-Student Rapport: Some teachers tend to create a strong bond with their students on the expense of class control while others do exactly the opposite. Teachers need to be patient , understanding, helpful, However , they should be strict enough, firm , and set rules and regulations that have consequences if they are violated. Sarcasm and humiliation are to be avoided .
- 29. Some Tips for Rapport-Building 1. Repeat and paraphrase student’s answers. This shows that you were attentively listening. 2. Use eye contact, non-verbal cues such as a nod, and facial expressions to indicate that you're interested. 3. Reward students with verbal praise.
- 30. 9- Classroom Setting : a. Arrangement of Seating: The choice of seating depends on the number of class members, activities to be tackled and level of learners. shape shape in rows b. Classroom Bulletien Boards : Arranging and showcasing students work in the bulletin boards is beneficial.
- 31. a. Maintain a safe and secure class atmosphere. b. Use games and attractive activities. c. Relate activities to pupils’ interests and needs . d. Show learners your care , interest , support and love. e. Minimize fear and stress. f. Set high expectations of all your students. 10- Creating a positive class atmosphere
- 32. Classify the following factors into factors which you can control or improve, and those which you can’t control: 1- Classroom layout 8- Fairness 2- Learners’ natural abilities 9- Outside noise 3- Lesson content 10- Mutual respect 4- Motivation 11- Classroom rules 5- Previous experience 12- Group dynamics 6- Classroom size, furniture 13- Time of lesson 7- Involving learners in activities
- 33. Good classroom management is also an important factor related to dealing with disruptive behaviour effectively.
- 34. Dr Bill Rogers work on behaviour management Positive correction refers to the on-the-spot techniques you use to manage students while teaching. It assumes you have already established things such as rules, routines and relationships with your students. In short, it is a set of strategies that help you nip small problems in the bud and keep everyone’s focus on the lesson at hand. Here are five on-the-spot strategies for nipping small problems in the bud.
- 35. Bill Rogers Strategy #1 Direction With Tactical Pausing Giving a direction involves stating what you want the student/s to do. Examples of directions could include statements such as, face this way and listen please … Troy, work silently please … Sam, pop that in the bin thanks. Pretty simple really. There are only three tricks to doing it well. •Gain attention, and then pause before giving the direction •State what you want them to do, not what you want them to stop doing •Speak in a firm but friendly way
- 36. You gain their attention by stating their name, pausing, and then giving the direction once they are looking at you. For example: Tony (pause) line up sensibly please. When directing a whole class you could say: Everybody, everybody (pause) look at the board. The pause is critical, but often overlooked. Without the pause, you are halfway through your direction (or more) before the student even catches on that you are talking to them.
- 38. Strategy #2 No Why Questions This strategy by Bill Rogers is even easier. Don’t ask questions such as Why are you doing that? Or, Why would you do that? If you do ask a question, it is much better to use ones that focus directly on the behaviour: • What are you doing? • What should you be doing? • Do that please
- 39. Bill Rogers Strategy #3 Blocking With Partial Agreement It involves blocking secondary arguments and focusing exclusively on what you want the student to do. Partial agreement is one (particularly useful) way to block tangent-arguments from taking over. It involves using two words to sidestep the tangent – maybe and but.
- 40. Strategy #4 Conditional Permission There is a time and place for everything, and Bill Rogers recommends that you use conditional permission to reinforce this. The when-then structure offers you an easy way to use conditional permission. You can also use the yes-when structure to answer students as they ask for permission. There are other words that you can use (e.g. after-then), but the principle remains the same.
- 41. Bill Rogers’ Strategy #5 Forced Choices Students choose how they behave. The forced-choice technique is a way of highlighting this while clarifying what the choices are. You often use it after, or in combination with other strategies. For example, you may direct Sarah to work silently. Soon after, she starts chatting again. You then force her choice by something like, Sarah, you can choose to work silently, or I will have to move you. Tony provides another opportunity to force a choice when he is playing with his music player in the class. You can force the choice by saying something such as, Tony, you can put that away or on my desk – you choose.
- 42. Sometimes, choices may be more serious. Nita, you can choose not to wear makeup again, or I will call your parents. There are various ways you can force a choice, but the keyword is always or. Forced choices work well, but only if you consistently follow through when needed. When forcing a choice: Only give options that you can realistically follow-through on Start with small consequences Talk in a calm but confident manner Don’t wait for an answer, move on with the lesson Only intervene further if needed
- 43. There are various ways you can force a choice, but the keyword is always or. Forced choices work well, but only if you consistently follow through when needed. When forcing a choice: Only give options that you can realistically follow-through on Start with small consequences Talk in a calm but confident manner Don’t wait for an answer, move on with the lesson Only intervene further if needed
- 44. 5 Strategies In A Nutshell To recap, 5 favourite Bill Rogers’ strategies for dealing with misbehaviour on-the- spot are: 1.Gain attention, pause and then give a direction 2.Don’t ask ‘why questions‘ – when dealing with small misbehaviours 3.Use partial agreement (maybe-but) to stop conversations going off on a tangent 4.Use conditional permission (when-then) when students ask to do something 5.Give students a forced choice when a direction has been ignored
- 45. With-It-Ness Students are far less likely to misbehave when they know their teacher notices every little thing going on in the classroom. Students need to think that you have eyes in the back of your head. Start the year by setting up your room in a way that maximises visibility. Then, do simple things such as positioning yourself so you see all of your students, continuously scanning the room to see what is going on and limiting times when you have your back to the class can make a big difference.
- 46. Nip Small Problems in the Bud Most misbehaviour can be dealt with quickly and easily. You can do this by correcting minor infringements on the spot and then moving on with the lesson. On-the-spot corrective actions include things such as: making eye contact with a student, moving closer to a student or group, reminding them of a relevant rule or simply telling them to get back to work. There are also some subtle but important tricks to the way you go about such corrections.
- 47. Mention a problem that might face you in the classroom and suggest possible class management strategies that can be used to solve this problem.