Classroom management
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Classroom management involves addressing issues related to student discipline, teaching techniques, supplies, classroom environment, and student relationships. There are several approaches to classroom management, including assertive, business academic, behavior modification, group managerial, group guidance, acceptance, and success approaches. The assertive approach involves clearly communicating rules and consequences. The behavior modification approach uses reinforcement to modify behavior. The group managerial approach aims to quickly address inappropriate group behavior. Effective classroom management also requires preventing problems through planned activities, rules, routines, and monitoring of students.
Classroom management
- 1. Classroom management Is define as the administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and cares of supplies, and references materials, physical features of the classroom, general house keeping, and the social relationships of the pupils.
- 2. Approaches to classroom management 1. Assertive approach 2. Business academic approach 3. Behavior modification approach 4. Group managerial approach 5. Group guidance approach 6. Acceptance approach 7. Success approach
- 3. ASSERTIVE APPROACH -- Teacher specify rules Suggest that teacher: 1. Clearly identified expectations of behavior and 2. Take positions “I like that ” ”I hate that” 3. Use firm voice consequences for 4. Used eye contact, gestures and touch disobeying them and supplement verbal messages. 5. Say no without guilt feeling to communicate these 6. Give and receive complements 7. Place demand on student and enforced rules and them. 8. Indicate consequences of behavior and consequences clearly. why specific action is necessary. 9. Set limits on student 10. Be calm and consistent 11. Follow regularly 12. Don’t give up on rules enforced 13. Gain confidence and skills in work in chronic behavior.
- 4. BUSINESS ACADEMIC APPROACH Emphasizes the organization and management of students as they engage in academic work. Three major categories a. Establishment and communication of work assignment b. Standards and procedures, monitoring of student work c. Feedback of students
- 5. THE BEHAVIOR MODIFACATION APPROACH Spend little time on the personal history of students or on searching for the reasons for a particular problem Basic principles: a. Behavior is shaped by its own consequences b. Behavior is strengthened by systematic reinforcement c. Behavior is strengthened by immediate reinforces. d. student respond better to positive reinforces that they do on punishment e. constant reinforcement. Models are effective in modifying behavior to the degree that they capture attention, hold attention and are imitated.
- 6. GROUP MANAGERIAL APPROACH IT is more important to respond immediately to group student behavior that may be inappropriate or undesirable in order to prevent problems than having to deal with them after they emerge. RIPPLE EFFECT - if a student misbehave and the teacher stops the misbehavior immediately, it remains an isolated incident and class does not develop a problem.
- 7. MAJOR CATEGORIES OF TEACHER BEHAVIOR 1. DESIST techniques 2.MOVEMENT MANAGEMENT - Teacher action to stop misbehavior -management of behavior in the transitions, from task to task within and between lessons 1. WIT-IT-NESS 1. SMOOTNESS -ability to react on a target in a timely fashion. ONE HAS EYE ON THE BACK OF THE HEAD -even and clam flow of activities, no interruption. 2. OVERLAPPING BEHAVIOR 2. JERKING -TEACHERS ABILITY TO HANDLE MORE THAN - Disorderly flow of activities, procedures ONE MATTER AT THE SAME TIME. E.g one are not clear to students. student is reciting another is commenting. HOW MVEMENT IS IMPEDED ? 1. over dwelling- giving explanation beyond necessary 2. fragmentation- giving too much details, breaking things down into many parts or repeating activities
- 8. GROUP GUIDANCE APPROACH Base on the changing the SURFACE BAHAVIOR OF STUDENT ON A GROUP BASIS. Discipline and classroom control are facilitated through group atmosphere and enhance group rapport
- 9. ACCEPTANCE APPROACH Maintains that every individual needs to feel acceptance and belongingness. Student will strive to behave appropriately because they want to be accepted and to belong to the group
- 10. SUCCESS APPROACH DEALS with general psychological and social conditions instead of dealing with appropriate behavior and the consequences of such behavior. Teacher’s job is to help students make good choices. Teachers need to change whatever negative behavior exist and improve conditions so they lead to student success. This implies that teacher must show care and are positive and persistent .
- 11. Student problem types-teacher describes 1. Failure Syndrome– usually says, I can’t do it. 2. Perfectionist– anxious of making mistakes 3. Under Achiever– student do minimum to get by. 4. Low Achiever– student have difficulty even they willing to work, problem is low potential. 5. Hostile Aggressive– they are not easily control, they damage property 6. Passive Aggressive– express opposition to teachers but indirectly. 7. Defiant– student resist authority and carry on a power struggle with teacher. 8. Hyperactive – show excessive and constant movement even when sitting.
- 12. PREVENTIVE MEASURES A. Planned ignoring Moderate preventive measures B. Signal interference-use signal to a. Establishing classroom activities disapprove b. Rules and procedures C. Proximity control- c. Academic work and activities D. Interest boosting-show you are d. Routines interesting to him e. Enacting processes E. Humor- humor defuse tense f. Hidden curriculum F. Hurdle lessons- those who g. Monitoring misunderstand lesson, try to provide academic assistance h. Maintaining group lessons G. Restructuring the program- class i. Seat works rescheduled j. Transitions engage time H. Routine – lack of self control k. cueing need routine.