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Effective Classroom Management Techniques

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melissa marin

on 7 April 2015

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Transcript of Effective Classroom Management Techniques

Effective Classroom Management Techniques
Melissa Marin
Joyce Desouza
Joanna Jubitana
Casey Shamet
Robin Anne Bygrave Rhoden

Behavior Management
Behavior management is another major component of effective classroom management. The main two parts of behavior management are:
rules and expectations; as well as rewards and consequences.


Rules and Expectations

According to Palumbo and Sanacore (2007), students are more likely to work harder and produce higher quality work when teachers are organized and maintain consistent standards (rules) and expectations. These rules should be simple, and specific.

To maximize the effectiveness of rules, teachers should integrate them with a comprehensive behavior management plan.

Another important point is to make sure that these expectations for behavior are clearly established and communicated in the beginning of the school year.

Classroom Management Techniques
Classroom management sets the tone in the classroom and it defines the learning environment. In order for student learning to take place the teacher has to organize the students, space, time, and materials. Classroom management is key for a safe learning environment. There are many techniques but only one goal: to create an effective learning environment.
What a Well Managed Class Looks Like
Effective Teacher

Organizing and Managing
Classroom management relates to effective teaching because it requires organization, demands structure, and it separates disruptive students from those willing to learn. These are all essential for a teacher to focus on the job at hand.

Why Kids Misbehave
Importance of Rules
A not so Clear Rule:
Clearer way to Explain Rule:
Be Respectful
Keep hands and feet to yourself at all times
Examples:
Behavioral Consequences
Behavioral consequences are important because it has a direct result and influence on the students learning. If the student understands that there are consequences, he or she will more likely follow the rules. This is a great way to modify behavioral issues. There are classified consequences of the way a human reacts. The consequences are based of positive and negative reinforcement. Although consequences are necessary, positive reinforcement is the more desirable way of teaching. Staying positive has a way of encouraging the student to get better grades and benefit from results.
Behavioral Consequences
Classroom Schedule
Class Space
Example Classrooom Schedule
Teacher/Classroom Work Area
Student Work Area
References
An effective teacher organizes and plans their learning environment. There are important questions you must ask yourself when setting up your class space.
How Flexible or permanent will arrangement be.
How much movement do you anticipate in the class.
Will you have a student in a wheelchair, braces, or crutches.
What types of centrally located learning materials will the students need.
Will students have easy access to equipment or materials extensively used.
Where will I put students with behavior problems, susceptibility to distractions and sensory impairments.
The classroom should be arranged to promote efficient learning and minimize behavior problems. The class should be flexible to allow different types of learning.

The teachers desk should be in full view of the class.
High traffic areas should be kept clear.
The teacher should feel free to assign seats, and change at will.
Not only should the teacher be able to see all her students but the students should have a clear view of the teacher.
A teacher should especially have a clear view of any students who are generally disruptive in class. If needed, arrange for a “Time-Out” space in your classroom that is as unobtrusive as possible
She/he should separate student materials from teacher materials.
The teacher should have a place near the front of the room so that learning materials can be organized and available prior to the lesson.
The flexibility to accommodate both large group and small group activities and to adjust the room to meet the needs of the particular activity is an advantage.
Use some of your bulletin board/display space for student work


Niles, W. (n.d.). Building a classroom Management Plan for Inclusive Environments: From Fear to F.E.A.R. TEACHING Exceptional Children Plus, Volume 2(Issue 1). Retrieved from http://journals.cec.sped.org/cgi/viewcontent.cgi?article=1040&context=tecplus

Organization and Management of the Classroom. (n.d.). Retrieved March 26, 2015, from http://para.unl.edu/legacy/Organization/lesson1.php

Sanford, J., Emmer, E., and Clements, B. 1983.
Improving Classroom Management.
Association for Supervision and Curriculum Development. Retrieved April 1, 2015, from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198304_sanford.pdf

Pedota, P. 2007.
Classroom Management in the Secondary Setting.
The Clearing House 80(4), 163-6.

Palumbo A., Sanacore J. 2007.
Classroom Management: Help for the Beginning Secondary School Teacher
. Clearing House, 81(2), 67-70.

Walker, J. (2014 May, 1) Consequences of Behavior. Retrieved April 2, 2015 from, htpp://www.education.com/reference/article/consequences-behavior/

Morin,A. (n.d.). Discipline kids with Positive and Negative Consequences. Retrieved April 2, 2015, from http//www.discipline.about.kids/od/disciplinebasics/a/Discipline-Kids-With-Positive-And-Negative-Consequences.htm
Care should be taken not to create areas where students cannot be monitored. The purpose of organizing is so that both students and teachers can have access to the correct materials with a minimum of disruption.
Students should be able to clearly see chalkboards, screens, presentations and displays.
Students should be seated so that teachers can easily move around to monitor work and behavior.
Students should have easy access to frequently used materials.
The arrangement should limit distractions, such as:
student traffic
discussion or activities occurring in the classroom
windows
noise
Students should be seated so that they do not interfere with each other's work space.
There should be a designated space for: Coats, Binders, Backpacks, Books, LunchBoxes, Lost and Found Items, Other.
M. Hildebrand, R.C. Wilson, and E.R. Dienst, Evaluating University Teaching. (Berkeley: UC Berkeley, Center for Research and Development in Higher Education, 1971)
According to Sanford, Emmer, and Clements (1983),
a well-managed classroom looks like:

"A task-oriented, predictable environment
where children know what is expected of them
and how to proceed"
(p. 56).

Although some aspects of a classroom management vary with students of different ages, similar principles of effective management operate in both elementary and junior high school.
Basic Components of Effective Classroom Management
Classroom Organization

The physical arrangement of the room allows teachers to maximize student achievement by minimizing student misbehavior. Example: Easily distractable students need to be assigned to desks away from the windows and trash cans.
Curriculum and Instruction
Although usually selected by the school administrators, teachers must present the curriculum in creative ways to help students learn effectively. Example: Cooperative learning may be used sometimes.
Positive Environment
When students feel that they are welcomed into a nonthreatening environment where learning is encouraged, they usually come ready, willing and able to learn (Pedota 2007). Example: Respond to wrong answers with a positive feedback by saying "I'm glad you made that mistake. It shows something a lot of students misunderstand" instead of putting down the student by saying "Where did you get
that
idea?"
Positive Teacher/Student Relationships
If a student feels respected by the teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more engaged in the academic content presented and display better classroom behavior. Example: Teacher may eat lunch with two students once a week.
Behavior Management
(further explained in the next slides)


Curriculum is extremely important. Start your students off by getting to know each other first! As a teacher, get to know your students. Use games, projects and try not to put too much pressure starting off. Once these games are over, start into your lesson plans in a fun and energetic way. Teachers need to make it easier to let the students familiarize themselves with their surroundings. Rules are important, but it is always good idea to interact with each student and get to know their learning capabilities.
Behavior Management
cont.

Rewards and Consequences

An effective classroom management also consists of rewards and penalties.


Rewards are positive consequences which result when students abide by the rules.
Penalties are negative consequences which result when students break the rules.


Rewards should occur naturally and constantly in the classroom.
Instant verbal compliments are also effective rewards.

On the other hand,
defiance or aggressiveness call for firm immediate attention
by removing child from the classroom.
Make eye contact while explaining again why the behavior is unaccepted.
State facts to adult responsible for the child as well as your head department.
Plan a meeting, if needed.

The most effective way to grab the motivation of your students is to have consequences. The student wants to recieve that positive feedback. Negative feedback can almost ruin ones entire day. The consequences that we give our students, will determine how they may repeat certain behaviors. When the teacher offers positive consequences, the student will most likely be encouraged to react with a goal to improve their acheivements. Thus, letting the student work harder to behave and follow rules will lead them to try harder and succeed. Negative consequences will only give the student a discouraging outcome.
Positive and Negative:
Raise your hand.

Do not leave your seat without permission.

Come to class on time.

Leave toys and phones at home.
Do not treat others poorly.

Listen.

Show respect.

Do your homework.
Children misbehave for many reasons. In completion, we will take a more in depth look at why children misbehave. Several reasons are as follows; children need to feel that they belong, they misbehave to seek attention, they misbehave when they do not feel well, when they are upset, disappointed, discouraged, feeling unloved, they misbehave to get what they want, lack of confidence, they misbehave in new situations and testing limits.



Children misbehave to feel that they belong or accepted in a group. They sometimes do this to gain membership. As educators we can ensure that our students feel accepted and are involved. Students misbehave as well to seek attention; sometimes children may feel ignored and in getting positive or negative attention is a good thing for them. As teachers we can try not to ignore students views/ or opinions. When children do not feel well they can sometimes misbehave. Children misbehave because they may be physically ill or experiencing some type of discomfort. Some children like adults hates experiencing change. They would prefer to have things remain the way they were. As a coping mechanism some children may act out and misbehave. Serious life changing events are hard for children to adapt or cope with, example of this would be a divorce with parents or moving to a new home. Feeling of disappointment can enable a child to misbehave because they may be excited for a particular event and to have this cancelled, example a trip or to not have a parent show up to a game or recital. It is also very important as educators that we encourage our students, escpecially when something positive is done. Children may misbehave due to feeling discouraged and having lack of self confidence. In encouraging our students it will help to build there self esteem and self eficacy.

A teacher must be able to learn who their students are so that they can use methods that can help all different kinds of student; for example, audio learners, visual learner, kinesthetic learners, exceptional learners, or ELL students.
Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm. In these situations, both teachers and students suffer. Teachers struggle to teach, and students most likely learn much less than they should. In contrast, well-managed classrooms provide an environment in which teaching and learning can flourish. But a well-managed classroom doesn't just appear out of nowhere. It takes a good deal of effort to create, and the person who is most responsible for creating it is the teacher.
A class schedule is very important as a lesson plan. With a good class schedule the educator is able to take advantage of every minute in the school day. The school schedule reflects the entire educational program in a school. Teachers are able to keep track of various activities and lessons throughout the school day. With this said there are different reason for a class schedule; it avoids wastage of time and energy, ensures attention to every subject or activity, brings system in the school, helps develop good habits and moral values, teachers and students are able to practice advance planning.

In creating the classroom schedule, due attention is given to each subject and allotted periods are given to important subjects. Creating class schedules helps to develop good habits and morals, qualities like punctuality and regularity both in the teachers and students. Class schedules also aid in discipline, having a scheduled list of lessons and activities allows students to be busy throughout the day and not get in any trouble due to idled time. Class schedule helps to outline plans in a systematic manner. Therefore this helps in having a more systematic school system and an organized educator.
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