Essential skills for classroom management
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This document discusses essential skills for classroom management. It outlines 10 skills: 1) establishing expectations; 2) giving instructions; 3) waiting and scanning; 4) cueing with parallel acknowledgement; 5) using body language encouraging; 6) descriptive encouragement; 7) selective attending; 8) redirecting to learning; 9) giving choices; and 10) following through. For each skill, it provides explanations of why the skill is important and how to implement it effectively to improve student behavior and learning.
Essential skills for classroom management
- 1. Classroom Management Ayman Reda, Social Worker & Student Counselor First Academy School aymanalgalladi@gmail.com ayman.reda@firstacademy.org
- 2. Classroom Management Quic k Tim e™ and a dec ompress or are needed to s ee this picture.
- 3. Better Behavior Better Learning Essential Skills for Classroom Management
- 4. Teacher Language in the classroom Learning Conversations: increase time spent on learning conversations Managing Conversations: reduce time spent on managing behavior conversations.
- 5. The Balance Model of Behaviour Management (Richmond, 2002) Acknowledgement Correction Clear Expectations
- 6. Imbalance 1 Unclear Expectations Acknowledgement Correction
- 7. Imbalance 2 Too much acknowledgement
- 8. Imbalance 3 Too much correction
- 9. The 10 Essential Skills for Classroom Management Establishing expectations– Making rules. Giving instructions– Telling students what to do. Waiting and scanning–Stopping to assess what is happening. Cueing with parallel acknowledgement-Praising a particular student to prompt others. Body language encouraging-Smiling, nodding, gesturing and moving near. Descriptive encouraging–Praise describing behaviour. Selective attending-Not obviously reacting to certain behaviours. Redirecting to the learning-Prompting on-task behaviour. Giving a choice-Describing the student’s options and likely consequences of their behaviour. Following through-Doing what you said you would.
- 11. 1. Initially present a small number of rules to students. Developing rules with the class can also be effective. 2. Publish the rules where students can read them. How to Establish Expectations:
- 12. 3. Keep the rules short, simple and positive. For example: Arrive on time and be prepared. Follow teacher instructions. Keep hands and feet to yourself. Use manners. Stay on task. How to Establish Expectations:
- 13. 4. Refer to the rules at times when they are being followed, not just when they are not being followed. 5. Model Social skills - e.g. appropriate manners, tone of voice, body language, punctuality, dress. How to Establish Expectations:
- 14. ACTIVITY At your table/small group discuss the following briefly. 1. What are/what would you want as your class rules? 2. When would/do you refer to your class rules? 3. How would/do you model your class rules?
- 15. 2. Giving instructions Quic k Tim e™ and a dec ompress or are needed to s ee this picture.
- 16. Why is giving an instruction an effective management skill? 1. Clear, short instructions help students understand what you expect them to do. 2. Instructions help students organise what they are required to do. 3. Instructions cue to students that they need to be actively engaged with the curriculum. Skill 2 - Giving Instructions
- 17. 1. Use a verbal/non-verbal attention gaining prompt to focus student attention towards the teacher. 2. Wait and scan (Skill 3) 3. When student attention is focused, start your instruction. Keep instructions short. Be concise. How to give effective verbal instructions:
- 18. 4. Link the instruction to a short pause and scan the class. 5. Separate instructions and content talk. Avoid frequently placing instructions within extended content talk.
- 19. 7. Use “thanks” rather than “please” at the end of an instruction for a crisper, less question-like tone. - “Thanks” implies compliance. 8. Give the instruction in a firm, calm and measured voice. 9. Use ‘now’ if the group or student is escalating.
- 20. For example “David, looking to the front, now.” Do not shout. (Use a calm, firm tone of voice.) When he responds appropriately, pause slightly to reaffirm, then look away and continue.
- 21. ACTIVITY At your table/small group discuss and re-write the following class instruction. Teacher Goal: - The teacher wants to meet the class at the library after morning tea. “OK year 7, Daniel, Melissa, Stephen turn around. I can still see people writing, put all your stuff away and pay attention to the teacher. I need to tell you something important and you had better get it. We need to go to the library after morning tea today. Meet me at the library after morning tea. Stephen turn around, why do you always ignore my instructions, I am sick of it. Now go to morning tea year 7 and remember what I told you.”
- 22. 3. Waiting and scanning
- 23. To wait and look at your students for 5-10 seconds after you give an instruction. 1. It gives students time to process the direction. 2. It indicates non-verbally to students that you mean what you say; increasing compliance. 3. You avoid filling all the available time with excess talk which can inadvertently train the class to stop listening to your voice. Skill 3 - Waiting and Scanning
- 24. 1. After you have given an instruction, pause, remain quiet and look at your students by scanning the whole room for 5-10 seconds to maintain their attention. 2. When student attention is gained, then continue with your dialogue or prompt them to begin following your instruction. How to wait and scan:
- 25. 4. Cueing with parallel acknowledgement Quic k Tim e ™ a n d a d ec o mp ress o r a re n e ed e d to s ee th is p ictu re.
- 26. To acknowledge students’ on-task behaviour with the intention of prompting others to follow suit. 1. It cues other students to match the behaviour that is being acknowledged. 2. It is an alternative to a redirection, so can help you to avoid nagging or becoming too directive. 3. It contributes to a positive tone in the classroom. Skill 4 - Cueing with parallel acknowledgment
- 27. 1. After setting students to task, move around your room to non-verbally signal to them that they should become engaged with the task. Walk near all members of the class. 2. Touch the work of students who are on-task. This cues you to continue to circulate throughout the classroom. How to use body language encouraging:
- 28. 3. Once you have made one general tour of the room, pause, maintain minimal teacher talk or focused quiet time and then walk slowly toward students who may be off-task. - This can prompt them least intrusively to resume on-task behaviour.
- 29. 4. Smile and make eye contact to acknowledge. - This helps students feel welcome and noticed. 5. Make discrete nodding movements and finger signals where appropriate as acknowledgment.
- 30. • Standing too close to a student. - This can be intimidating and cue hostility. • Moving too fast towards a student. - This can induce a ‘fight/flight’ response. • Holding eye contact. - This can become a ‘stare-out’ challenge. Avoid the following:
- 31. • Standing near to the student. - This can indicate that you are waiting for compliance after you have given a correction. It is better to praise/prompt/correct, pause briefly, then walk away and scan back. • Showing irritation or annoyance through foot tapping, pursing lips, crossing arms or pointed frowning.
- 32. 5. Body Language encouraging Quic k Tim e™ and a dec ompress or are needed to s ee this picture.
- 33. 6. Descriptive encouragement Quic k Tim e™ and a dec ompress or are needed to s ee this picture.
- 34. 7. Selective attending Quic k Tim e™ and a dec ompress or are needed to s ee this picture.
- 35. 8. Redirecting to the learning Quic k Tim e™ and a dec ompress or are needed to s ee this picture.
- 36. 9, Giving a choice Quic k Tim e™ and a dec ompress or are needed to s ee this picture.
- 37. 10. Following through Quic k Tim e™ and a dec ompress or are needed to s ee this picture.
- 38. Questions?