Ppt on managing it classrooms
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This document provides guidance for managing IT classrooms and computer-enabled classrooms. It discusses the importance of establishing clear classroom rules and procedures for using technology. Some key strategies discussed include: - Planning lessons that integrate technology to meet instructional objectives. This involves selecting appropriate software and designing engaging student activities. - Conducting well-organized lessons that include explaining objectives, demonstrating software, reminding students of rules, and providing alternative activities for early finishers. - Using station-based approaches where students work in groups on different tasks, including on computers, while the teacher circulates to provide support. - Anticipating and addressing potential behavior issues and ensuring all students stay focused and on task during the
Ppt on managing it classrooms
- 1. Managing IT Classrooms Slide Presentation 1. Pre viewing Activity -What does teaching include? -What is classroom management? -How does appropriate classroom management affect teaching, instruction and curriculum -What are the paradigm shifts in classroom management? -What has brought about these paradigm shifts? -What situations are described in Case A? Case B? Case C? -What do these situations tell you as teachers? Note: As a group answer these questions after the viewing activity. Write your answers on a piece of Manila paper 2. Viewing Activity Managing the 21st Century Classroom
- 2. Post Viewing Activity a. Each group should present their work b. After the presentation: -What kind of classrooms are described in the three situations? What makes them so? -What do you think will happen in these kind of classroom if the situations given are not properly addressed by the teacher? c. Do you think you need strategies in doing these?
- 3. Managing an IT Classroom Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. (http://en.wikipedia.org/wiki/Classroom_management) In order to ensure that classroom lessons run smoothly, and the whole learning environment is conducive to learning, many teachers believe that classroom rules, procedures and routines are important considerations when thinking about managing classroom learning.
- 4. In an ICT enhanced classroom, these classroom rules, procedures and routines are still applicable. However, because of the presence of computers and other ICT tools, managing a computer enabled classroom needs additional classroom management strategies that must be practised by teachers. Wong in 2000 suggests 6 helpful ways for teachers to effectively manage ICT enhanced classrooms: 1.Planning IT Classroom Rules and Procedures -set rules for the use of computer enhanced classrooms. These rules are generally intended to prevent abuse of laboratory equipment -many teachers prefer to post a copy of the rules on the bulletin boards of a regular classroom and in the bulletin bards of an ICT enhanced classroom (e-classroom/computer laboratory)
- 5. Below is an example of a set of rules on the use of computer laboratory/e-classroom
- 6. Wong, 2000, suggests the following routines and procedures for the students to follow when they use the computer laboratory/e-classroom: 1.Students should enter the room one by one and by row. 2.Computers can only be turned on when the teacher gives instruction to do so. His will give time for the teacher to give preliminary instructions before the students start working on their computers. 3.Shut down the computer properly 4.Using a colored flaglet to be used by students to request assistance. Color coding maybe used to stand for a specific helr technical problem,the child needs, eg. Red for technical problem, green for instructional help, etc. 5.Turning off the monitors when teacher is giving instruction 6.Teach students how to handle various computer materials such as CD’s printed materials,, scanner, etc. 7.Et up routine for the distribution and retrieval of materials and enlist the help of student “helpers” 8. The first meeting at the computer lab maybe spent on presenting/setting up rules, routines and procedures
- 7. II. Planning an IT Based Lesson Study the situation below: “I observed a lesson where a teacher was trying to teach the concept of flotation. She brought with her measuring cylinders, containers and a pail of water. She spent 15 minutes explaining and demonstrating the process of flotation. She asked volunteers to come forward to measure the volume of water displaced. The class was noisy, with many students sitting at the back of the class, not paying attention to her. After the demonstration, she gave them instructions on how to start up the computers, but many students were already restless and did not follow instructions. What went wrong? Why did the students acted that way? Could teacher have prevented it? How?
- 8. Careful preparation and planning objectives and activities in a regular classroom will be the same as for the computer laboratory/e- classroom. However, additional duties maybe required for a teacher when planning for ICT Integrated lessons. Among these duties are booking for the e-classroom/computer laboratory, sourcing appropriate software, designing activities and organizing materials to be used in the lessons (Wong, 2000). According to Wong, 2000, good planning for ICT integrated lessons must include: 1. Identifying objectives 2. Matching software to objectives 3. Planning for activities
- 9. Identifying objectives -in an ICT integrated lesson teachers are using instructional objectives , where students will be doing activities to achieve curricular ftgoals. Matching Software to Instructional Objectives -different types of software will fulfill different instructional needs -common types of instructional software are drill and practice, tutorials, problem solving, simulation, instructional games, multimedia encyclopedias, e-books, etc. -matching the instructional software to the lesson objectives must be based on the: a. match between the content and skill of the software and the content and skill of the instructional objective, and b. The purpose for which the software was designed -activity sheets must be provided to the learners
- 10. Planning Activities -plan interesting and challenging activities with corresponding and clear instructions on how to do them. -consider the learning styles of the students -provide varied and appropriate activities III.Conducting and Managing Activities -conduct a pre instructional activity. How? *inform the students of the objectives of the lesson and define the tasks *provide review for previously learned concepts that are useful in developing the skill for the new lesson *if the software is new, demonstrate how to launch the software *remind ground rules and procedures and routines *make sure that computers are turned off during this stage
- 11. During Instruction -troubleshooting common technical problems must be a skill of a teacher -provide alternative activity that will keep those pupils who finish ahead of time busy. After Instruction -provide appropriate and congruent assessment -communicate results to pupils (formative) to improve subsequent learning Time management is part of good and effective classroom management. Good time management means that you finish your class with enough time for housekeeping (printing, collecting and retrieving materials from pupils, collecting activity sheets, shutting down computers, and walking back to the classroom in time for the next lesson.
- 12. IV. Maintaining an Appropriate Student Behavior Kounin, 1970, identified two management principles that teachers should possess in handling student misbehavior: a. With-it-ness – the skill to anticipate students’ misbehavior and correct it even before it begins. For example, when a student attempts to walk from one end of the room to the other, the teacher is aware of him, and stops him before he gets very far. b. Overlapping – the skill of a teacher to handle two or more situations simultaneously. For example, while a teacher is assisting a student, she is still able to manage another group of students who are talking without leaving the first situation.
- 13. V. Technology Assisted Management a. Hardware based -each computer in the laboratory is connected to a special control device and then chain linked to a controlling panel. The control panel allows the teacher to scan each computer linked to it to monitor each student’s current activity. -the system also allows the teacher to take control of the student’s mouse and keyboard. -The teacher can also communicate with the learners through the headphones with attached microphone b. Software based -all computers are networked through a Local Area Network (LAN) -special software must be installed in each computer, with a master control program installed in the teacher’s computer (server) -operates the same way as the hardware based system Teachers who use these systems often permits a great deal of flexibility in how they can interact with students.
- 14. VI. Managing an Integrated Classroom Environment -computers are actually placed within the classroom -few computers are used inside the classroom -needs strategies to manage learning, such as; -makes use of Station Based Approach: *learner centered activities which incorporates teacher guidance, small group work, seat work and teacher facilitated discussions, variously to different blocks of students working simultaneously on different activities
- 15. Example of Station Based Approach Group A: do worksheet activity Group B: read textbook and answering guide questions Group C: doing some writing exercises Group D: doing computer based learning using intructional software -the teacher does not teach directly to each of the four groups, instead, briefs the whole class on he specific tasks that they will do before they break away into their respective groups -the teacher facilitates group learning by circulating among the group to ensure that they stay on task. -teacher poses questions to students, give hints, encourages and monitors student progress
- 16. Management problems expected to be encountered by the teacher in the station based approach: 1.Unclear directions given, thus students find difficulty to begin to work 2.Students are distracted by happenings in the other stations 3.One group maybe making too much noise, distracting the others from completing their tasks 4.Some groups finish their work early than other groups 5.Conversely, certain group activities take longer time to complete, potentially creating difficulty in ensuring smooth change of group activities
- 17. How can these management problems be addressed? 1.Since different groups of student are doing different activities, the teacher must keep in mind the different tasks assigned to the other groups, so that she is not stuck in a particular group 2.During group work, there will be interaction between the students and the level of noise will increase. The teacher needs to control the noise level so as not to disturb the other groups 3.The teaceher must have excellent overlapping skills, as she needs to be with one group and can still manage simultaneously the other groups. 4.The teacher must maintain a good behavior chart to track behavior or misbehavior of the group. The teacher must develop an incentive and punishment scheme to better manage student behavior during station based activities 5. Assign a leader for each group who will be responsible for any misbehavior
- 18. Treating misbehavior: 1. Ask yourself: Do I treat pupil misbehavior it calmly, politely , fairly unobtrusive, and treats the kids with dignity? 2. Do I model the behavior that I want from my students?
- 19. References: Wong, Philip (2000). Integrating Technology into Teaching and Learning: Pearson Education Asia Pte Ltd. Kounin, JS. (1970). The Integrated Technology Classroom. Boston, MA: Allyn & Bacon.