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Classroom Management is all of the tasks and activities that teachers perform that facilitate a positive and effective learning climate.
The essence of effective classroom management is healthy and happy relationships between teachers and students, and among the students themselves.
1.
Classroom Management
References:
Enhancing Adolescent Competence:
Strategies for Classroom
Management by Darcy Miller
The First Days of School by Harry K.
Wong & Rosemary T. Wong
2.
Objective: Teachers will be able to:
1) Share their ideas/ concerns on what
classroom management problems they have
experienced.
2) Apply new classroom management
techniques which are compatible with the
extended classroom period.
3) Present solutions to classroom management
problems that were given at the beginning of the
workshop.
3.
Share a scenario describing in
detail
a problem that stems from poor
classroom management, and be
prepared to provide a solution for
your problem scenario.
4.
Classroom Management
is the management of
content, material, time and
people within a classroom.
5.
“Classroom
Management is
all of the tasks and
activities that
teachers
perform that
facilitate
a positive and
6.
The essence of effective
classroom management is
healthy and happy
relationships between
teachers and students, and
among
the students themselves.”
7.
To Teachers:
“You can arrange your room creatively, you can list your
rules on the bulletin board, you can be prepared for
emergencies, but if you don’t have a positive
relationship with your students it will be very
difficult for you to manage your classroom
effectively. In reality, all of teaching is
relationship-oriented. Almost everything we do as
teachers involves people--students, colleagues,
administrators, parents, and community personnel.
You can be a brilliant scholar in your chosen field
of expertise but if you are not adequate at building
and nurturing relationships, chances are you will
not be an excellent teacher.”
8.
Some tools for building positive
The “Me” Bag
Personality Squares
Journals
Others….
9.
Getting ready:
An analogy for classroom preparation
A successful restaurant is ready…
The dining room is ready. The atmosphere or
ambiance is conducive to a pleasant
dining experience.
The staff is ready. You can expect fine service
because the staff has high expectations that you will
enjoy your dinner.
The table is ready. The table is set and waiting
when you arrive at your reservation time.
10.
A successful teacher is ready.
The work is ready. The desks, books, papers,
assignments, and materials are ready when the
bell rings.
The room is ready. The classroom
has a positive climate that is work-
The teacher is ready. The teacher has a warm,
positive attitude and has positive
expectations that all students will succeed.
11.
All battles are
won before they
are fought.
-Sun Tzu
12.
A Checklist for
Teaching and
Learning in the
Talent
Development
High School
13.
A Checklist for
Teaching and Learning in the
Talent Development High School
1) There is evidence that the teacher
has
prepared for class by:
familiarizing him/herself with the
concepts,
skills, and materials being taught;
gathering/arranging materials and
supplies
• and pre-testing equipment.
14.
A Checklist for
Teaching and Learning in the
Talent Development High School
2) Desks and chairs are arranged in a
way that is conducive to student
interaction.
15.
A Checklist for
Teaching and Learning in the
Talent Development High School
Change partners or
groups by assignment or
by unit every 6 to 8
weeks, or by grading
period.
16.
A Checklist for
Teaching and Learning in the
Talent Development High School
Establish a classroom
environment that is
conducive to partner
and group work.
17.
Seating Arrangements
An Arrangement Not Conducive to Group Work
(Front of Classroom)
18.
Seating Arrangements
Arrangement for Partnerships
(Front of Classroom)
19.
Seating Arrangements
An Alternate Arrangement for Partnerships
(Front of Classroom)
20.
Seating Arrangements
Arrangement for Partnerships
(Front of Classroom)
21.
A Checklist for
Teaching and Learning in the
Talent Development High School
3) Be sure students have a
routine to follow (completing
a drill, recording a home
assignment, etc.)
immediately upon entering
the classroom.
22.
A Checklist for
Teaching and Learning in the
Talent Development High School
4) Give clear, concise
instructions
for each task students are to
perform.
23.
A Checklist for
Teaching and Learning in the
Talent Development High School
5) Make students aware of
constraints for given tasks,
stick to them.
24.
A Checklist for
Teaching and Learning in the
Talent Development High School
6) Be sure the lesson includes
significant periods of
student- centered tasks, in
addition to direct (teacher-
centered) instruction.
25.
A Checklist for
Teaching and Learning in the
Talent Development High School
7) Circulate…
during direct instruction to
maintain the attention of
all students.
during individual, partner,
or group practice to observe
and give assistance.
26.
A Checklist for
Teaching and Learning in the
Talent Development High School
8) If students are inattentive,
do not continue to teach until
you have regained their
27.
A Checklist for
Teaching and Learning in the
Talent Development High School
9) Require students to move at least
twice during the class period.
This can include:
movement from one area of the
classroom
to another
“seventh-inning stretches”
movement for the purpose of regrouping
movement between learning centers
movement-oriented activities such as
“Corners.”
28.
A Checklist for
Teaching and Learning in the
Talent Development High School
10) Employ at least two types of media during the
class period.
These can include:
manipulatives
chalkboard
chart paper
overhead projector
lecture-demonstration
(by the teacher or students)
video or audio equipment and
computers
29.
A Checklist for
Teaching and Learning in the
Talent Development High School
11) Regroup students at least
once during the class period.
This can include whole-class
instruction as well as
individual
or group work.
30.
A Checklist for
Teaching and Learning in the
Talent Development High School
12) Be sure the time students
are given to perform tasks is
appropriate, considering
their level of maturity, their
attention spans, abilities,
and the complexity of the
tasks.
31.
Building Resiliency
Emmy Werner, Ruth Smith & colleagues in Hawaii conducted a
30 year longitudinal study of children who were in particularly
stressful life circumstances. Why were some successful and
others were not?
What is resilience?
Resilient students:
“Those who have the capacity to
overcome biological, psychosocial, and
environment stressful events.”
Poulsen, 1993
32.
Profile of a resilient student
Social
Competence
Autonomy
Problem-Solving
Skills
Qualities of Sense of Purpose
a resilient student:
•Warmth, humor, flexibility,
affectionate,responsible, alert,
responsive to others, problem solvers,
decision makers, hopeful, prosocial (shared,
helped others)
33.
Strategies for building
resilience
Holding High Expectations
•Communicating High Expectations
•Delineating Clear Guidelines
•Providing a Sense of Hope and Future
Providing Caring and Supportive Environments
•Teacher’s role
•Peer’s role
•School’s role
Ensuring Active Participation
•Providing meaningful activities and roles
•Teaching Participation Skills
•Providing Mentors
34.
Solving the scenarios
Sharing best practices
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