classroom manage.ppt
- 1. 1
- 2. Classroom Management By Iqbal Amin Khan AFAQ, Training Division
- 3. 3 Objectives know what is classroom management recognize the importance of classroom management identify the components of classroom devise a framework to effectively manage all the components in the classroom overcome the problems occurring in the classroom After attending this workshop, the participants will be able to:
- 4. 4 Importance of Classroom Management classroom management is the single most important factor governing student learning. Three authors reviewed 50 years of research on student learning, encompassing 11,000 statistical findings. They discovered 28 factors that help students learn and classroom management was the number one. The way that teachers run their learning/working environment determines whether the individual will be successful or not.
- 5. 5 classroom A place where human and material resources are utilized for learning . .
- 6. 6 Management Getting things done through others. The effective utilization of human and materials resources to achieve the organizational goals. The coordination of the personnel's activities towards organizational goals
- 7. 7 Classroom Management “Classroom management is the maximum utilization of available resources for the maximum achievement of pre-stated objectives.” “Classroom management is to Plan, Organize, Lead and Control the objective oriented classroom activities.”
- 8. 8 Classroom Physical Resources Content Human Resources Furniture / Tech.Aids Lesson Planning Teacher Behavior Time Student Behavior Components of Classroom Management
- 9. 9 Content management Revision of previous / additional knowledge Teacher Role Student Role (Practical Activities / Experiments / Mental Exercises lead to creativity) Time Framework
- 10. 10 Lesson Planning Format Title: What is the lesson about? Objectives: Why is the lesson being taught? T. Aids: What audio/video items will be needed? Activities: Student / Teacher doing tasks Revision: Sum-up of lesson Feedback: Home Task
- 11. 11 Management of Physical Resources Appropriate Lighting Proper Ventilation Safe Environment Acoustic Effects (Noiseless Environment) A good and visible black/white/green board Seating Arrangement according to the needs of the classroom Relevant pasted Visual Material to create educational environment in the classroom
- 12. 12
- 13. 13
- 14. 14 Management of Human Resources. teacher Setting Standards Set behavior standards Keep students busy and motivated Keep a positive attitude Control your emotions Corrective measures
- 15. 15 Keep Students Busy and Motivated Start class on time Plan for the entire class period Be definite about your lesson plan Relate assignments to students’ interests Use various teaching methodologies according to the need of the topic. Use touch, rhythm, objects, actions and pictures to learn. The repetition of hearing information is not as helpful in students with LD
- 16. 16 Keep a Positive Attitude Give praise, encouragement and inspiration Be consistent and tolerating . Be fair when dealing with behavioral problems. Favoritism breeds resentment.
- 17. 17 Control Your Emotions Before assigning a task to the students, keep yourself in place of them Don’t argue with students; however, you may discuss and / or explain Admit errors if you make them as we are all humans Don’t mind if students ask again and again
- 18. 18 Corrective Measures Don’t make an issue of everything Don’t threaten the students Don’t punish the entire class because of the misbehavior of one or a few individuals Don’t criticize the students negatively Don’t leave school code of conduct Avoid punishing in the “heat” of anger
- 19. 19 General Techniques to Encourage Students Make mistakes okay Build confidence Focus on past success Recognize achievement Encourage students’ contributions to the class Encourage students to help other students
- 20. 20 Classroom rules To overcome problems and for better learning environment there should be class room rules. Classroom rule should be made with the consent of the students and in the light of school rules. Classroom rules should be displayed in the class and should also communicated to the parents.
- 21. 21 Set Behavior Standards Be reasonable, firm but fair Be consistent For the most part, practice what we preach Insist on the general behavior that students must abide by all the rules before they speak / do Define classroom rules clearly
- 22. 22 Examples of Bad Rules Be responsible Be a good citizen Pay attention Be ready to learn Demonstrate respect for others Respect others' rights Respect authority Treat school property appropriately Do your best Take care of your materials Maintain appropriate behavior in the classroom Be kind to others Be polite
- 23. 23 Examples of Good Rules Turn in completed assignments on time. Bring paper, pencil, and books to class. Sit in your seat unless you have permission to leave it. Do what your teacher says immediately. Raise your hand and wait for permission to speak. Work when you are supposed to. Do not bother or hurt others. Walk, don't run, at all times in the classroom. Keep hands, feet, and objects to yourself. Bring books, notebooks, pens, and pencils to class.
- 24. 24 Why a Teacher Fails Preaching only (not role-model) Don’t have command over subject Yelling / Shouting / Harassing Insisting on having the last word Lack of Planning Holding a grudge Having double standards Making “put-down” comments by talk and action Using physical force
- 25. 25 T = Tolerating E = Encouraging A = Able C = Committed H = Hard Worker E = Efficient R = Righteous
- 26. 26 Teaching Slow-Learners Characteristics of the Slow Learner “This student always has a confused look, always in for help, never seems to understand material, consistently does poorly on tests, rarely finishes tests, can’t use reference materials,, has an extremely difficult time with new concepts and can stare at one problem for 45 minutes and be no farther along than he/she was at the beginning.”
- 27. 27 Strategies for Teaching Slow Learner · Have the student sit in the front of the room near the teacher. · Have the student repeat directions to see if he/she understands them.. · Monitor the student’s work, ask him/her to show you what he/she has done when half completed and have him explain what he/she is doing.
- 28. 28 Strategies for Teaching Slow Learner Break down the directions into a sequence of steps, number the steps, have the student complete the task one step at a time. · Utilize an academically stable student to help monitor this student’s work or help explain directions. · Before each math lesson put problems on the board to remind and reinforce the concepts being applied.
- 29. 29 Strategies for Teaching Slow Learner · Have the student do two or three problems with you, tell him/her to do two on his/her own and then say you will be back to check his/her work. Then remember to check. · Have the student do a shortened version of class projects. · Monitor him/her closely to be sure he/she isn’t putting down just any answer. · When finished with an assignment, ask him/her to tell you the main idea of the work or explain the process that he/she used.
- 30. 30 Try to check on him/her from time to time · Invite him/her in to a morning or afternoon private session to show concern, possibly involve parents by calling them about such a session. Strategies for Teaching Slow Learner (cont)
- 31. 31 Strategies for Teaching Slow Learner Give him/her extra time on tests. · Ask another student, whom he/she likes, to help him/her. · Read short stories followed by questions dealing with the details, sequences, main idea,, and drawing conclusions. · Start by giving simple oral directions and progress to more difficult ones.