11/16/2019 management is not several guiding principles that are research- based. These principles are teaching; it is a centered on consistent, necessary condition to proactive, balanced, teaching.” vigilant, reasonable, and wholistic classroom management. CLASSROOM MANAGEMENT ]Gnagers, we manage ces to facilitate learning. These resources include the 3- Ms |- Moment, Materials, and Man. in the context ‘of teaching and leaming, these are time, teaching materials and other physical features like desks and tables, and the leamers themselves. management plays a critical role in the teaching-learning process. Effective teaching and learning cannot take place in a poorly managed classroom. RINCIPLES IN CLASSROOM MANAGEMENT_11/16/2019 ‘ list of principles on classroom management backed up by research as cited by James H. Stronge in_ his book “Qualities of Effective Teachers” (2002). fe smooth transitions continuity of momentum throughout the day. Smooth transitions and continuity of momentum throughout the day ensure us that every instructional moment is made use of wisely. proactive discipline is crux of effective classroom management. “Prevention is better than cure." If we are proactive in our approach to discipline we prevent unnecessary disciplinary problems from cropping up. alance between ety and _ challenge in students’ activities. A variety of student activities will ensure that students’ multiple intelligences and varied learning styles are considered in the conduct of student activities. routines for all daily tasks and needs. Routinized collection of assignments, passing of papers, and preparation for experiments saves us a lot of time and effort. room manager, be fare of all actions and activities in the classroom. Our heightened awareness of everything that is happening in our classroom puts our pupils and students on their toes all the time.11/16/2019 solve minor Inattention and disruption before they become major disruptions. We don't wait until our class is out of control. Physical arrangement of nat facilitates an_ interactive teaching-leaming process. There is not doubt that extemal environment affects us. The most common arrangement of tables and chairs in the classroom in one where the teachers’ table and Chairs are infront and the student's desk or chairs ore arranged in rows facing the teacher. orce positive ehavior. Be generous with genuine praise. For the praise to be genuine it must be given according to merit. good use of | every instructional moment. Minimize discipline time to maximize instructional time. reat minor disturbance calmly. “Do not make a mountain out of a mole.” 17 hat is the golden mean between the extremely easy and extremely difficult student activities? Why is this midpoint an effective classroom management practice?11/16/2019 MANAGEMENT MANAGE OF TIME Tesearch-based effective } ves to make wise all of time: ¥ Orchestra smooth classroom transitions. ¥ Remain involved with the students during the entire class period allowing for no idle time. ¥ Use fillers, in case you finish the lesson ahead of time. Example: reciting o favorite stanza; and puzzles. fave 205 days for the school year. If the average teaching-leaming hours is 6 hours per day then we have 1230 hours for the entire school year. These are inclusive of hours and days devoted to master basic competencies. The problem is that not all these hours are used for instruction. ig or pacing material | as a copy of the scope and sequence of the subject or a calendar for long-term, weekly, and daily planning. These serves as a visual reminder for both the teacher and students on what comes next. struction are robbed of fudent for several reasons. One big reason is disruption of instruction due to. disciplinary problems, interruptions due fo announcements, administrative fasks such as checking attendance, hardware not working like an OHP with busted bulb, brown-out when you are scheduled for film viewing, etcetera, elcetera. mon place to keep mals such as scissors, school supplies. This saves time. You don''t need to look for them when you need them. ¥ Follow a consistent schedule and maintain the procedures and routines established at the beginning of the year.11/16/2019 + consistent schedule maintain the procedures and routines established at the beginning of the year. v¥ Handle — administrative quickly and efficiently. v Prepare materials in advance. tasks enough time for rything you expect to happen. 3. Avoid rushing since you know you have carefully allotted required time for every activity. Quality may suffer. fear and smooth ransitions. v Limit disruptions and interruptions through appropriate behavioral management technique. fMficuities of failure jo erations in order to be able|to pursue altemative actions. 5. Be flexible with the time assignments. if students are observed to be so interested and eager to continue working, allow a litfie more time for them fo complete and achieve the objectives with satisfaction. output within an cated period, here are some suggestions: 1. Schedule all activities with corresponding time allotment way ahead of time. Early preparations could avoid haste and confusion. f example by showing that you are time-conscious. They will develop the same precision regarding time utilization.11/16/2019 . What are some administrative tasks that can be done efficiently to avoid waste of time? 2. Explain how _ instructional media can help you maximize instructional time be partly blamed use of mistaken ideas about discipline which have led them to be hesitant in controlling behavior. Teachers, administrators and parents and other education stakeholders see the need for the exercise of appropriate and effective discipline in schools. DISCIPLINE Mfrolied behavior. | iP fes the next important concem of teachers as part of good management. No matter how well- managed a leaming environment jis, students will occasionally misbehave. Teachers must be ready to deal with them with utmost care ahd consideration. of discipline is a matter of continuing and great concern in schools. We read about bullying and physical due to disciplinary problems. ME CAUSES OF DISCIPLINARY PROBLEMS11/16/2019 Causes of disciplinary Sand preventive measures that may help in ensuring good discipline. 1. Unfavorable leaming conditions. Some of the most common causes of Classroom problems point prominently to unfavorable learning conditions that impinge on the learners’ abilities, lighting facilities inadequate ventilation, attention, and interest will be difficult to sustain. vY with furniture and storage cabinets disorderly positioned, the collection and retrieval of some classroom fons that must be closely analyzed if the objective is to conduct daily lessons successfully with the least disruptions due to improper students’ responses and reactions. The classroom may not be conducive to learning if it is: inappropriate eating arrangement, distractions can easily occur v near sources of noise may obstruct understanding of the lesson. fed with more jan the regular number of students to a class may result in immobility or discomfort in moving around, especially when there is a need to operate instructional equipment and materials. iCher's poor inagement skills. The teachers’ lack of adequate knowledge and skills in handling occurrences jf misbehavior likewise contributes to a trouble-prone tina11/16/2019 ents ackground. The students bring to the classroom oa record of attitudes, abilities. varied surprising individual interests and e following are some proven effective measures: icteristics could traced from _ their differences in: family background, physical and mental capacities and emotional traits © among others ig on the students’ ities and interests, teachers can implement group-oriented methodologies such Qs: cooperative learning approach, team learning, peer tutoring and group projects and collections. W TO PREVENT DISCIPLINE PROBLEMS io. are sensitive to le misdirection of efforts and interactions are fast to switch from one technique to another as the need arises. There must be a clear understanding of the objectives of the lesson and the strategies to be used.11/16/2019 importance are ie teachers’ personal attributes such as: patience, compassion, concern and caring attitude and respect and trust for others. of _ Establishing) line/Classroom Control Authoritarian Assertive Laissez faire Control <—————> No control ers’ personalities lence students’ behavior. A warm, respectable relationship with students through sincere and straightforward communications can trust and tm of modes lof ing discipline shown above, we begin with teachers’ total control of students becoming less with increasing students’ participation until teachers’ control is no more as students are allowed to “let do", the literal meaning of the French word laissez faire. Ts’ teaching style will mine how the students will respond, at times receptive, sometimes withdrawn. This points to the way they move around during the Class activity, how they give orders in the form of requests and how the procedures are clearly explained. arian setting, the er has a total control jof discipline. Discipline is believed |to be the exclusive responsibility jof the teacher. He/She has the right to insist on proper behavior. He/She announces the rules that students are expected to follow.,11/16/2019 ype of discipline, the can do as they please. There is no teacher control. In the assertive type of discipline, discipline is both a responsibilty of the teacher and the students. The students participate in formulating rules for their own behavior ond they are expected to observe them. In the authoritarian mode of discipline, students have no say since teachers have the fotal control, Dromises [reasonable luences, previously established] rather than with threats. 9. Be assertive in confrontations with students; include the use of statements of expectation, indicate consequences that will occur, and note why action is necessary. [Kelly, 2006) Tnvolves the use of the ehaviors. To be effective they must be used consistently: 1. Identify expectations clearly. 2. Be willing to say “I like that” or "I don't like that”. 3, Be persistent in stating expectations and feelings. 4, Use a firm tone of voice. a weakness of assertive discipline? If yes, mention at least one and explain. fi-verbal gestures in support of verbal statements. 7. Use hints, questions, and messages rather than demands or requests for appropriate oehavior. -messages are statements about yourself and your feelings “I felt let down” nstead of "you-messages," like "you broke your promise” which start with on accusation which makes the "you" defensive and so the problem escalates. sets its own ICles regarding maintenance of appropriate discipline. Schools differ in how they achieve and maintdin good discipline. Following are some common practices.11/16/2019 is the students’ esponsibility. If they misbehave, the teacher accepts no excuses. They must be ready for the consequences. ays of Dealing with Discipline Problems Is the teachers’ a of establishing a desirable student-oriented environment for learning 3. Discipline is coupled with effective teaching strategies and techniques. id effective: » Use verbal reinforces that encourage good behavior and discourage bad tendencies. . Use nonverbal gestures, frown or a hard look to dissuade them from mischiefs. fe is achieved rough the effects of group dynamics on behavior. 5. Discipline is believed to be the exclusive responsibility of the teachers. mM help in discovering ms and agreeing on mutually beneficial solutions. | 4. Focus attention on one who is unruly and is about to disturb the neighbors. 5. Award merits for good behavior and demerits for inconsistencies and lapses.11/16/2019 =] one-on-one brief rence can lead to a better understanding of mistakes that need to be remedied or improved. 7. Give students the freedom to express or explain agitated feelings and misgivings rather than nstire them riaht awe of — additional fork compared to the rest can make them dislike the subject. 6. Use of ridicule or sarcasm could humiliate and embarrass a student. 7. Grades for academic achievement should not be affected due to misdemeanor. ‘and ineffective: colding and harsh words as a reprimand will have a negative effect on the entire class. 2. Nagging and __ faultfinding, together with long "sermons" are repugnant and nasty. isciplinary Interventions backed up by Research. ‘a student in a ntion area" during or after classes as a penalty — for misbehavior is a waste of time and occasion for learning. 4. Denying a student some privileges due to unnecessary hyperactivity can encourage renetitian: action - includes al and physical behaviors of teachers that indicate to students that their behavior is appropridte or inappropriate. 2. Tangible recognition - includes those strategies in which students are provided with some symbol or token for appropriate behavior.11/16/2019 Sf — involves those entions that involve a direct and concrete consequence for misbehavior, involve an explicit and direct consequence — for inappropriate student behavior e.g — isolation time out cost- involves ‘entions that involve a direct and concrete consequence for misbehavior, involve an explicit and direct consequence for inappropriate student behavior, example: isolation time out Wency - a group o meets the behavioral criterion to eam credit; e.g. raise hands before speaking out for an entire class period. 5. Home contingency - involves making parents aware of the positive and negative behaviors of their children by way of a note, a phone alll or a visit. ontingency — |a roup of students meets the behavioral criterion to earn credit e.g. raise hands before speaking out for an entire class period. - involves those entions that involve a direct and concrete consequence for misbehavior, involve an_ explicit and direct consequence — for inappropriate student behavior e.g — isolation time out contingency |- Involves making parents aware of the positive and negative behaviors of their children by way of a note,/a phone call or a visit.11/16/2019 Real discipline. What does this paradox mean? Illustrate this with an example.