classroom management aac
TRANSCRIPT
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In the name of Allah, the most
beneficent and merciful
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Classroom
Management
Dr. Nawab Ali KhanProfessor, Department of Commerce
Aligarh Muslim University, Aligarh(INDIA)
Telephone: +91-571-3261457/2721457
Cell: 09897001457/09358066667
Fax: +91-571-2700831
E-mail: [email protected]
Classroom Survival
mailto:[email protected]:[email protected] -
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Classroom Management
Some times it feels like we areherding cats.
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What is Classroom
Management?
Its effective discipline
Its being prepared for class
Its motivating your students
Its providing a safe, comfortable
learning environment
Its building your students self
esteem Its being creative and imaginative in
daily lessons
And . . .
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. . . Its different for
EVERYONE!!
WHY?
Teaching Styles
Personality/Attitudes
Student population
Not all management strategies areeffective for every teacher
Try different strategies to see ifthey work for you
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Why is Classroom
Management Important?
Satisfaction and enjoyment in
teaching are dependent upon
leading students to cooperate Classroom management
issues are of highest concern
for beginning teachers
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Principles for successful
classroom management
Deal with disruptive behaviors but alsomanage to minimize off-task, non-disruptive behaviors
Teach students to manage their ownbehavior
Students learnto be on-task andengaged in the learning activities youhave planned for them
It is more natural to be off-task than on
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Techniques for Better
Classroom Control
Focus attention on entire class
Dont talk over student chatter
Silence can be effective Use softer voice so students really
have to listen to what youre
saying Direct your instruction so that
students know what is going tohappen
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Techniques for Better
Classroom Control
Monitor groups of students to checkprogress
Move around the room so students
have to pay attention more readily Give students non-verbal cues
Engage in low profile intervention of
disruptions Make sure classroom is comfortable
and safe
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Techniques for Better
Classroom Control Over plan your
lessons to ensureyou fill the periodwith learning
activities
Come to classprepared
Show confidence in
your teaching
Learn studentnames as quickly aspossible
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Transition vs. Allocated
Time
Allocated time: the time periods youintendfor your students to be engagedin learning activities
Transition time: time periods that existbetweentimes allocated for learningactivities Examples
Getting students assembled and attentive
Assigning reading and directing to begin
Getting students attention away from reading
and preparing for class discussion
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Transition vs. Allocated
Time
The Goal: Increase the variety of learning
activities but decrease transition
time.
Student engagement and on-task behaviors are dependent
on how smoothly andefficiently teachers move fromone learning activity to another
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Withitness
Withitness refers to a
teachers awareness of
what is going on in theclassroom
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A teacher has withitness if:
When discipline problems occur, theteacher consistently takes action tosuppress the misbehavior of exactlythose students who instigated the
problem When two discipline problems arise
concurrently, the teacher deals with themost serious first
The teacher decisively handlesinstances of off-task behavior beforethe behaviors either get out of hand orare modeled by others
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Withitness (continued)
When handling misbehaviormake sure all students learn whatis unacceptable about that
behavior
Getting angry or stressed does notreduce future misbehavior
Deal with misbehavior withoutdisrupting the learning activity
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Proximity and Body
Language
Eye contact, facial expressions,gestures, physical proximity tostudents, and the way you carry
yourself will communicate that youare in calm control of the classand mean to be taken seriously.
Be free to roam
Avoid turning
back to class
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Cooperation through
communication
Verbalize descriptions of behaviors andnever value judgments aboutindividuals
Verbalize feelings but remain in control
DO NOT USE SARCASM Do not place labels (good or bad) Do not get students hooked on praise
Praise the work and behavior not the
students themselves Speak only to people when they are
ready to listen
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Classroom Rules For
Conduct
Formalized statements that providestudents with general guidelines for thetypes of behaviors that are required
and the types that are prohibited A few rules are easier to remember
than many rules
Each rule in a small set of rules is moreimportant than each rule in a large setof rules
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Necessary classroom rules
of conduct
Maximizes on-task behaviors andminimize off-task (esp. disruptive)behaviors
Secures the safety and comfort of the
learning environment Prevents the activities of the class from
disturbing other classes Maintains acceptable standards of
decorum among students,College/university personnel, andvisitors to the College/universitycampus
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Establishing a
Businesslike
Atmosphere. . . Or, Dont Smile until
Christmas
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A Businesslike Atmosphere
Take advantage of the first days ofclass
Establish an environment in whichachieving specified learning goalstakes priority over other concerns
It is much easier to establish thisenvironment from the beginningrather than later
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5 steps
1. Take advantage of the new collegeyear or term to set the stage forcooperation
2. Be particularly prepared and
organized3. Minimize transition time4. Utilize a communication style that
establishing non-threatening,
comfortable environment5. Clearly establish expectations for
conduct
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Beginning a new year
Take advantage of initialuncertainty
Ride your fences
PLAN for a favorable beginning Classroom/lab organization
Ongoing routines
Use learning activities with easy-to-follow, uncomplicated directions
Use a disclosure statement
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Disclosure Statement
Used to clearly communicateexpectations to students andparents
Refer back to the guidelinesthroughout the term
Not a legally binding document
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Components of Disclosure
Statement
Basic Course Outline
Grading Procedures
Include procedures for making up missedwork, extra credit, homework expected,
etc. Attendance Policies (should be consistent
with college/university policy)
Other class rules, policies, procedures
Safety considerations as necessary Accommodation for disabilities statement
Signature of student and parent/guardian
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Room/lab arrangement
Make sure all students can see andhear clearly (and you can see themclearly)
Arrangement is determined by learning
activity (lecture, class discussion, smallgroup work, etc.)
Allow room and easy access forproximity control
Think through class procedures andlearning activities and arrange theroom in the best possible way
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Dealing with
misbehavior
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Students misbehave for
several reasons: They are bored.
They dont know the purpose of yourpresentation.
They dont understand how theinformation that you are deliveringapplies to them.
Instruction is uninteresting
The pace of the instruction is incorrect(too fast, or too slow).
Not enough interaction between andamong peers.
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"Listen" To The StudentsMisbehavior. Student misbehavior isn't just an
annoying disruption --- it's a secretmessage the student is
(unwittingly) trying to convey toyou.
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Make a good first impression.
Come in with enthusiasm andshow you are excited to be there.
Classroom Management
Principles
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Classroom Management
Principles
Minimize the power differential ineveryday communication.
Sitting behind a desk or standing behind a
podium can send the message that youwant to create some distance betweenyourself and the students.
Get down to their level when working withthem.
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Classroom Management
Principles
Know the power of proximity You can accomplish more through your body
language than through your voice.
Put your body next to problems.
Put your body in-between students who aredisruptive.
Know how to work one-on-one with studentswhile not turning your back on the rest of theclass.
http://images.google.com/imgres?imgurl=http://www.ucu.uu.nl/_pictures/other/teacher%2520in%2520class.jpg&imgrefurl=http://www.ucu.uu.nl/157.phtml&usg=__9fZ6omX88SHF71m1PiFrnPdRGxE=&h=640&w=427&sz=205&hl=en&start=30&tbnid=xiDnjOHV_ss_sM:&tbnh=137&tbnw=91&prev=/images%3Fq%3Dteachers%2Bteaching%26gbv%3D2%26ndsp%3D18%26hl%3Den%26sa%3DN%26start%3D18 -
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Functions of Behavior
Every behavior has a function
Four primary reasons for disruptivebehavior in the classroom
Power Revenge
Attention
Want to be left alone (i.e., disinterest or
feelings of inadequacy)
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Functions of Behavior
Many misbehaviors exhibited bystudents are responses to a behaviorexhibited by the teacher
Do not tolerate undesirable behaviorsno matter what the excuse
Understanding why a person exhibits abehavior is no reason to tolerate it
Understanding the function of abehavior will help in knowing how todeal with that behavior
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Dealing with off-task
behaviors
Avoid playing detective
Utilize alternative lesson plans
Utilize the help of colleagues
Utilize the help of guardians DO NOT USE CORPORAL
PUNISHMENT A form of contrived punishment in which
physical pain or discomfort is intentionallyinflicted upon an individual for the purposeof trying to get that individual to be sorry heor she displayed a particular behavior
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Modifying off-task behavior
patterns
Use the principle of Extinction Whenever the positive rein forcers for a
persons voluntary behavior pattern areremoved or cease to exist, the person willbegin to discontinue that behavior
Specify the exact behavior pattern toextinguish
Identify positive reinforcers for thebehavior
Plan to eliminate positive reinforcement Establish a realistic time schedule Implement the plan Evaluate the effectiveness by
observing behavior
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Modifying off-task behavior
patterns
Use the principle of Shaping Reinforce behaviors that are similar to the
behavior to be learned Subsequent actions that are more like the
behavior to be learned than previousactions are reinforced Subsequent actions that are less like the
behavior to be learned than previousactions are not positively reinforced
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Attention Seeking Behavior
Attention-seeking students preferbeing punished, admonished, orcriticized to being ignored
Give attention to this student whenhe or she is on-task andcooperating
Catch them being good! and letthem know you caught them
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Power Seeking Behavior
Power-seeking students attempt toprovoke teachers into a struggle ofwills
In most cases, the teacher shoulddirect attention to other membersof the class
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Behavior: Rambling -- wandering aroundand off the subject. Using far-fetched
examples or analogies.
POSSIBLE RESPONSES:
Refocus attention by restating relevantpoint.
Direct questions to group that is back on thesubject
Ask how topic relates to current topic beingdiscussed.
Use visual aids, begin to write on board,turn on overhead projector.
Say: "Would you summarize your main pointplease?" or "Are you asking...?"
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Behavior: Shyness or Silence -- lack ofparticipation
POSSIBLE RESPONSES:
o Change teaching strategies from groupdiscussion to individual written exercisesor a videotape
o Give strong positive reinforcement forany contribution.
o Involve by directly asking him/her a
question.o Make eye contact.
o Appoint to be small group leader.
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Behavior: Talkativeness -- knowingeverything, manipulation, chronic whining.
POSSIBLE RESPONSES:
o Acknowledge comments made.
o Give limited time to express viewpoint orfeelings, and then move on.
o Make eye contact with another participant andmove toward that person.
o Give the person individual attention duringbreaks.
o Say: "That's an interesting point. Now let's seewhat other other people think."
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Behavior: Sharpshooting -- trying to shootyou down or trip you up.
POSSIBLE RESPONSES:
o Admit that you do not know the answerand redirect the question the group or
the individual who asked it.o Acknowledge that this is a joint learning
experience.
o Ignore the behavior.
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Behavior: Heckling/Arguing -- disagreeingwith everything you say; making personal
attacks.
POSSIBLE RESPONSES:
Redirect question to group or
supportive individuals.Recognize participant's feelings and
move one.
Acknowledge positive points.
Say: "I appreciate your comments,but I'd like to hear from others," or "Itlooks like we disagree."
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Behavior: Grandstanding -- getting caughtup in one's own agenda or thoughts to the
detriment of other learners.
POSSIBLE RESPONSES:
o Say: "You are entitled to your opinion,
belief or feelings, but now it's time wemoved on to the next subject," or
o "Can you restate that as a question?" or
o "We'd like to hear more about that ifthere is time after the presentation."
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Behavior: Overt Hostility/Resistance --angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
o Hostility can be a mask for fear. Reframehostility as fear to depersonalize it.
o Respond to fear, not hostility.
o Remain calm and polite. Keep your temper incheck.
o Don't disagree, but build on or around whathas been said.
o Move closer to the hostile person, maintaineye contact.
o Always allow him or her a way to gracefullyretreat from the confrontation.
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Behavior: Overt Hostility/Resistance -- angry,belligerent, combative behavior (continued)
POSSIBLE RESPONSES:
Say: "You seem really angry. Does anyoneelse feel this way?" Solicit peer pressure.
Do not accept the premise or underlying
assumption, if it is false or prejudicial, e.g., "Ifby "queer" you mean homosexual..."
Allow individual to solve the problem beingaddressed. He or she may not be able to offersolutions and will sometimes undermine his or
her own position. Ignore behavior.
Talk to him or her privately during a break.
As a last resort, privately ask the individual to
leave class for the good of the group.
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Behavior: Griping -- maybe legitimatecomplaining.
POSSIBLE RESPONSES:
o Point out that we can't change policyhere.
o Validate his/her point.o Indicate you'll discuss the problem with
the participant privately.
o Indicate time pressure.
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Behavior: Side Conversations -- may be related tosubject or personal. Distracts group members and
you.
POSSIBLE RESPONSES:
Don't embarrass talkers.
Ask their opinion on topic beingdiscussed.
Ask talkers if they would like to share theirideas.
Casually move toward those talking.
Make eye contact with them.
Standing near the talkers, ask a near-byparticipant a question so that the newdiscussion is near the talkers.
As a last resort, stop and wait.
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College/University
Policies
How to stay out oftrouble
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Be familiar with College/university
policies from the start!
Policies relating directly to students: Attendance Policy Academic/Grading Policies Telephone use (College/university
phones, cell, pagers) Student Dress and Grooming Policies Safe College/university Policies
Weapons, fighting, intimidation, verbal
abuse, etc. Alcohol, Tobacco, and Drug Policies Sexual Harassment Policy
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Policies youll need to be
aware of as a teacher
Internet/Email use policies Policies regarding the reporting of abuse,
neglect, suicide threats, etc. Emergency procedures
Fire, earthquake, bomb threat, intruder, etc.
Field Trip policies Accident reporting procedures Reporting academic progress Purchasing guidelines
Substitute teachers Requests for, planning, etc.
Use of videos, movies, and instructionalmaterials
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If you advise a student
group
Be familiar with:
Travel policies
Fundraising policies
Activity absence policies
Student organization finance policies
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Traits of a Good
Teacher
ALWAYS err in favor of the
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ALWAYS err in favor of the
student. Be a little
understanding:Even if 50students have told you the
same story, give the 51st
student the same wide-eyedlook you gave the first. Be a
little forgetful: When a
student asks you the samequestion you just heard 30
seconds ago, forget you
already answered it.
It is necessary to invest in student interests
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It is necessary to invest in student interests
as they relate not only to the classroom, but
also to their dreams and future endeavors.
You must practice not only to learn the
names of your students, but also to inquire
about what motivates them.
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Be Unsatisfied
As a teacher you must . . .
Be a good learner
Be a life-long learner
Life-long learners produce Life-longLearners
The best teacher is always a student.
Be unsatisfied with what you know . . .
Always desire to learn more!
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Have High Expectations
Encourage exploration
Encourage safe risk-taking andaccept errors
High standards are not impossiblestandards . . . They simplychallenge students.
Always expect their best!
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Create Independence
Encourage children to askquestions
Direct children in the direction
where they can seek out answersto their questions
Encourage them to explore
Provide an environment wherethey can be independent
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Humor
Be entertaining
Bring joy
Do not be afraid to laugh with yourstudents
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Knowledgeable
It is so important to beknowledgeable on the topic beingdiscussed
This also includes being certain ofusing correct spelling and grammar.
It is also imperative to be
knowledgeable of your students!
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Insightful
Pay attention!
Watch for changes or deficienciesin development
Watch for changes in behaviorand/or emotion
To meet the childrens needs, we
must be alert and insightful
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Flexible
Take advantage of teachablemoments.
Take advantage of childrens
interests
Adapt and meet the needs of yourstudents.
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Be Diverse
Learn new methods andtechniques
This world is constantly changing,
we have to be ready
Our students interests areconstantly developing . . . We
need to be aware of that diversity.
The world we live in is diverse.
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Unaccepting
Even though it has a negativeconnotation to it. . . We asteachers must be unaccepting of .
. . Unacceptable behaviors
Apathy
Intolerance
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Unconforming
Be creative
Try new things
Just because other teachers aredoing it one way . . . That doesnt
mean that method will work foryou, or your students!
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Communicator
It is imperative to communicatewith others . . .
Other staff (your peers)
Parents
Children
A childs parent is their #1 teacher
. . . You, as a teacher, mustpartner with parents to create apositive educational experience.
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Teachers are good at . . .
Explaining things, and arecomfortable in doing so.
Keeping their cool
Love children
Have common sense
Have self-confidence Are prepared
Listening
The mediocre teacher tells The
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The mediocre teacher tells. The
good teacher explains. The
superior teacher demonstrates. Thegreat teacher inspires.
l h h d
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Believing in what you teach and
teaching what you believe creates apowerful role model for our
students.
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Any
Questions?
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Thank you for attendingIf you have any further questions,
e-mail [email protected]