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An Effective Classroom Management

This document discusses effective classroom management. It outlines four fundamental things for an effective classroom: 1) know what is wanted and unwanted behavior, 2) show students wanted behavior, 3) acknowledge wanted behavior, and 4) quickly address unwanted behavior. It also discusses factors like room arrangement, setting behavior expectations, managing student work, addressing inappropriate behavior, using consequences, and giving praise. Good classroom managers have routines, maximize space, explicitly teach rules, plan well, display awareness of students, address interruptions, build community, and have a range of corrective consequences.

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68 views17 pages

An Effective Classroom Management

This document discusses effective classroom management. It outlines four fundamental things for an effective classroom: 1) know what is wanted and unwanted behavior, 2) show students wanted behavior, 3) acknowledge wanted behavior, and 4) quickly address unwanted behavior. It also discusses factors like room arrangement, setting behavior expectations, managing student work, addressing inappropriate behavior, using consequences, and giving praise. Good classroom managers have routines, maximize space, explicitly teach rules, plan well, display awareness of students, address interruptions, build community, and have a range of corrective consequences.

Uploaded by

Bugs Amparido
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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An

Effective
Classroom
Management

The Four Fundamental Things to be


observed for an effective classroom
management

1. Know what you want and what you


don't want.
2. Show and tell your students what
you want.
3. When you get what you want,
acknowledge (not praise) it.
4. When you get something else, act
quickly and appropriately.

Factors affecting classroom


management.
a. Room arrangement
b. Setting expectation for behavior
c. Managing student academic
works
d. Managing inappropriate behavior
e. Promoting appropriate use of
consequences
f. Giving praises

Room arrangement
The

teacher must be able to observe all students


at all times and to monitor work and behavior.
The teacher should also be able to see the door
from his or her desk.
Frequently used areas of the room and traffic
lanes should be unobstructed and easily
accessible.
Students should be able to see the teacher and
presentation area without undue turning or
movement.
Commonly used classroom materials, e.g.,
books, attendance pads, absence permits, and
student reference materials should be readily
available.
Some degree of decoration will help add to the
attractiveness of the room.

Setting expectation for


behavior
Teachers should identify expectations for student

behavior and communicate those expectations to


studentsperiodically.

Rules

and procedures are the most common


explicit expectations. A small number of general
rules that emphasize appropriate behavior may be
helpful. Rules should be posted in the classroom.
Compliance with the rules should be monitored
constantly.

Do

notdevelop classroom rules you are unwilling


to enforce.

School-Wide

Regulations...particularly safety
procedures...should be explained carefully.

Because

desirable student behavior may vary


depending on the activity, explicit expectations for
the following procedures are helpful in creating a
smoothly functioning classroom:
a. Beginning and ending the period, including
attendance
procedures and what
students may or may not do
during
these times.
b. Use of materials and equipment such as the
pencil
sharpener, storage areas,
supplies, and special
equipment.
c. Teacher-Led Instruction
d. Seatwork
e. How students are to answer questions - for
example,
no student answer will be recognized
unless he
raises his hand and is called upon to
answer by the
teacher.
f. Independent group work such as laboratory
activities or smaller group projects.

Managing student academic


works
Effective teacher-led instruction isfree
of:

- Ambiguous and vague terms


- Unclear sequencing
- Interruptions

Students must be held accountable for


their work.
The focus is on academic tasks and
learning as the central purpose of
student effort, rather than on good
behavior for its own sake.

Managing inappropriate
behavior
Address instruction and assignments to

challenge academic achievement while


continuing to assure individual student success.

Most inappropriate behavior in classrooms that


is not seriously disruptive and can be managed
by relatively simple procedures that prevent
escalation.

Effective

classroom managers practice skills that


minimize misbehavior.

Monitor students carefully and frequently so that


misbehavior is detected early before it involves
many students or becomes a serious disruption.

Act

to stop inappropriate behavior so as not


to interrupt the instructional activity or to call
excessive attention to the student by
practicing the following unobstructive
strategies:
- Moving close to the offending student or
students, making eye contact and giving a
nonverbal signal to stop the offensive
behavior.
- Calling a student's name or giving a short
verbal instruction to stop behavior.
- Redirecting the student to appropriate
behavior
by stating what the student
should be doing;
citing the applicable
procedure or rule.

Example: "Please, look at the overhead projector and read


the first line with me, I need to see everyone's eyes
looking here."

Promoting appropriate use of


consequences
In

classrooms, the most prevalent positive


consequences are intrinsic student satisfaction
resulting from success, accomplishment, good
grades, social approval and recognition.

Students

must be aware of the connection


between tasks and grades.

Frequent

use of punishment is associated with


poor classroom management and generally should
be avoided.

When

used, negative consequences or


punishment should be related logically to the
misbehavior.

Milder

punishments are often as


effective as more intense forms and
do not arouse as much negative
emotion.

Misbehavior

is less likely to recur if a


student makes a commitment to
avoid the action and to engage in
more desirable alternative behaviors.

Consistencyin

the application of
consequences is the key factor in
classroom management.

Giving praises
Effective Praise
1. Is delivered contingently upon student performance of
desirable behaviors or genuine accomplishment
2. Specifies the praiseworthy aspects of the student's
accomplishments
3. Is expressed sincerely, showing spontaneity, variety and
other non-verbal signs of credibility.
4. Is given for genuine effort, progress, or accomplishment
which are judged according to standards appropriate to
individuals.
5. Provides information to students about their competence
or the value of their accomplishments.
6. Helps students to better appreciate their thinking,
problem-solving and performance.
7. Attributes student success to effort and ability, implying
that similar successes can be expected in the future.
8. Encourages students to appreciate their accomplishments
for the effort they expend and their personal gratification.

When are praises


1. Is delivered randomly and indiscriminately without
ineffective?
specific attention to genuine accomplishment
2. Is general or global, not specifying the success.
3. Is expressed blandly without feeling or animation,
and relying on stock, perfunctory phrases.
4. Is given based on comparisons with others and
without regard to the effort expended or
significance of the accomplishment of an individual.
5. Provides no meaningful information to the students
about their accomplishments.
6. Orients students toward comparing themselves
with others.
7. Attributes student success to ability alone or to
external factors such as luck or easy task.
8. Encourages students to succeed for external
reasons -- to please the teacher, win a competition
or reward, etc.

What do good classroom


managers do?
They

have a set of routines and


procedures that they teach students.
They maximize the classrooms
physical space to facilitate easy
teacher movement and proximity, as
well as student movement and
transitions.
They begin the year with a set of
class rules or guidelines that they
explicitly teach, monitor, and enforce.
They plan well (they dont wing it).
They display "with-it-ness".

They

deal with interruptions


effectively and efficiently.
They encourage and nurture a
sense of community, respect, and
personal relationships.
They have a collection of corrective
consequences for mild misbehavior.
They have a repertoire of options
for dealing with discipline problems.
They know when to bend the rules
and when not to.

For
listening.

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