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Classroom Management

Classroom Management

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Published by: prachchamroeun on Aug 25, 2009
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Presented by Leng



In order to manage the class well, teachers have to learn the characteristics of well-managed classroom and how various classroom environments effect student’s behavior.

I. The cause of disruptive behavior

Student’s needs:
The failure of schools to meet students’ basic needs results in much misbehavior in the classroom. According to Maslow, there are five basic needs: 1. Physiological needs (food, shelter…) 2. Safety and security 3. Belonging and affection 4. Self-respect 5. Self- actualization ( the ability to reach one’s potential and to express oneself creatively)

II. Maintaining a smoothly running classroom
1. One way to reduce disruptive classroom behavior is to develop a healthy relationship with your students by: * narrowing interpretation of the two roles: “I am the teacher, You are the student; you must follow my rules” ( you are here to teach and you are here to learn; but you both also know that you both read books, have friends, go to movies, and have good days and bad days).

* maintaining an honest dialogue with students, sharing some of your personal feelings with them, and encourage them to share their feeling with you and with each other. *expressing concern for and interest in students enhances the trust and attachment that students feel toward you and understanding a students’ interests allows you to better understand the students’ needs and motivation.

* communicating your interest and concern Eyes contact, gesture, and facial expressions reveal how interested you are in students, how you are interpreting their behavior. 2. Rules and consequences To minimize disruptive behavior, many educators recommend that classrooms have stated “rules of conduct”, or formal statements that give students broad guidelines indicating which behaviors are required and which are prohibited.

Useful classroom rules have four purposes:

b. c. d.

To maximize on-task behaviors and minimize behaviors that are off-task or disruptive. To secure the safety and comfort of the learning environment. To prevent class activities from disturbing others. To maintain acceptable standards of behavior among students school personnel, and visitors to school.

3. School violence

According to Maslow’s hierarchy of needs, threats to our safety and security can prevent us from fulfilling others needs.

Students who are fearful when they come to school will be unable to grow intellectually and socially. To try to make schools safer, some junior and senior high schools have hired security guards, and some have even installed mental detectors to screen for guns and knives. Mccarthy believes that the best way to prevent violence is to teach students about peace.

III. Behavior Modification
There are four basic techniques of behavior modification, including: positive reinforcement, negative reinforcement, extinction, and punishment. 1. Positive reinforcement: occurs when you reward students for demonstrating a behavior. Example of positive reinforcement include: * Giving students stickers or stars for good work

* Complimenting students on making quick

and quiet transitions from activity to another * Allowing students who work cooperatively to earn points that they” can cash in” for time on computer games. 2. Extinction which involves the removal of a desired reinforcer is sometimes used to eliminate undesirable behavior. You can increase the effects of extinction by combining it with positive reinforcement. If you ignore an undesirable behavior, reward the desirable opposite behavior.

If you ignore students when they answer without being called on, reward them when they wait to be called on. This way, students realize that they can still earn rewards but that the rewards are contingent on their demonstrating socially appropriate behavior.

3. Punishment involves the presentation of an

unpleasant stimulus. Although punishment is often effective, it has serious drawbacks. When punishment is used frequently, students eventually think of school as an oppressive place and the teacher as the oppressor. Frequently punished students are also likely to develop low self-esteem.

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