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Transcript of classroom management
CLASSROOM MANAGEMENT Effective teaching and learning cannot take place in a poorly managed room. When chaos becomes the norm, both teachers and students suffer. In contrast, a well managed classroom provides an environment in which teaching and learning can flourish. But a well managed classroom does not just come out from nowhere. It takes a good deal of effort to create that conducive classroom climate. The person who is most responsible for creating it is the teacher. CHAPTER I
Guiding Principles in Classroom Management
Below is a list of principles on classroom management backed up by research by research as cited by James H. Stronge in his book “Qualities of Effective Teachers”(2002). Principles in classroom management 2. Established routines for all daily tasks and needs.
Routinized collection of assignment, passing of papers, and preparation for experiments saves as a lot of time and effort. We have not to explain or instruct our pupils/students on how to pass papers, collect assignments, and prepare for experiments day in and day out because we have established the routines for these everyday tasks. They have become habitual for each member of the class. Students/Pupils already know what to do and under what condition. Routine procedures give rise to orderly learning environment and maximum and optimum use of precious time. Doyle says, “routinization makes classroom activities less susceptible to breakdowns and interruptions because students know the normal sequence of events and what is expected of them.”
10. Make good use of every instructional moment. Minimize discipline time to maximize instructional time. "Classroom management is not teaching; it is a necessary condition to teaching.'' 3Ms MOMENT MATERIALS MAN chapter 2
Management of Time We have two hundred five (205) days for the school year. If the average teaching- learning hours is six (6) hours per day then we have one thousand two hundred thirty (1230) hours for the entire school year. These are inclusive of hours and days devoted to four periodic tests. These hours will be more than enough to master basic competencies. The problem is that not all these hours are used for instruction. Many hours for instruction are fobbed for every student for several reasons. One big reason is disruption of instruction due to disciplinary problems, interruptions due to announcements, administrative tasks such as checking attendance, hardware not working like an OHP with busted bulb, brown-out when you are scheduled for film viewing, etcetera, etcetera. Here are some research-based effective techniques:
• Orchestrate smooth classroom transitions. (More details are discussed in Chapter 6 on Routine)
• 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. Examples of fillers are reciting a favorite stanza then letting others explain the meaning or conducting a short contest about the lesson. Puzzles can be given for the fast students to work on while the rest of the class continue their academic task.
• Use planning or pacing material such as a copy of the scope and sequence of the subject or a calendar for long-term, weekly, and daily planning. These serve as a visual reminder for both the teacher and student on what comes next.
• Use a common place to keep materials such as scissors, school supplies. This saves time. You have not 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.
• Handle administrative tasks quickly and efficiently.
• Prepare materials in advance.
• Make clear and smooth transitions.
• Limit disruptions and interruptions through appropriate behavioral management technique. (James H. Stronge, 2002) For quality output within an allotted period, here are some suggestions:
1. Schedule all activities with corresponding time allotment way ahead of time. Early preparations could avoid haste and confusion.
2. Provide enough time for everything you expect to happen.
3. Avoid rushing since you know you have carefully allotted required time for every activity. Quality may suffer.
4. Anticipate difficulties or failure of some operations in order to be able to pursue alternative actions.
5. Be flexible with time assignments. If students are observed to be so interested and eager to continue working, allow a little more time for them to complete and achieve the objectives with satisfaction.
6. Set the example by showing that you are time conscious. They will develop the same precision regarding time utilization. THE END TEACHER 6. Resolve minor inattention and disruption before they become major disruptions.
The old adage “a stitch on time saves nine” aptly applies here. We have not to wait until our class is out of control. Misdemeanour has a “ripple effect” if not checked early. Conflagration begins with a spark. Put out the spark early enough to avoid conflagration. We ought to respond to inappropriate behaviour promptly. 1. Consistent, proactive discipline is the crux of effective classroom management.
“Prevention is better than cure”, so goes the adage. If we are proactive in our approach to discipline we prevent unnecessary disciplinary problems from cropping up. We have not to wait for disciplinary problems to erupt for us to take a move. It is analogous to picking up a banana peeling when we see one scattered along the sidewalk, before anyone will slip and break his or her bones. We may pick up the banana peeling after the accident but it is quite late for damage has already been done. In short, let us anticipate potential problems and nip them in the bud.
To be consistent in our classroom management, we apply at all times established rules and policies to all pupils/students regardless of creed, colour, economic status, academic standing in class. We do not say this and do another. That will be a blow to our creativity. 2. Established routines for all daily tasks and needs.
Routinized collection of assignment, passing of papers, and preparation for experiments saves as a lot of time and effort. We have not to explain or instruct our pupils/students on how to pass papers, collect assignments, and prepare for experiments day in and day out because we have established the routines for these everyday tasks. They have become habitual for each member of the class. Students/Pupils already know what to do and under what condition. Routine procedures give rise to orderly learning environment and maximum and optimum use of precious time. Doyle says, “routinization makes classroom activities less susceptible to 3.Orchestrate smooth transitions and continuity of momentum throughout the day.
Smooth transitions and continuity of momentum throughout the day ensure us that every instructional moment is made us of wisely. No unnecessary lull is created that will breed classroom restlessness, which is the father of disciplinary problems. 4.Strike a balance between variety 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. 5.As classroom manager, be aware 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. While our back faces them when we write on the board, our “eyes on the back of our heads” will make our pupils and students feel that we know what they are doing. This is what Kounin calls with-it-ness. 7. Reinforce positive behaviour.
Be generous with genuine praise. Some teachers are quite stingy with praise. These are the teachers who think will become less when they praise others. They have the so-called “subtraction mentality.” Other teachers are overgenerous with their praise. Their praises overflow so much that they give praise even when it is not appropriate. For our praise to be genuine it must be given according to merit. It is our way of appreciating and recognizing hard work and good behaviour. 8. Treat minor disturbance calmly.
“Do not make a mountain out of a mole.” If a stern look or gesture can kill the inappropriate behaviour so be it. That’s the end period! Let us not make a fuss about it. 9. Work out a physical arrangement of chairs that facilitates an interactive teaching-learning process.
There is no doubt that external environment affects us. The most common arrangement of tables and chair in the classroom is one where the teachers’ table and chairs are in front and the student’s desk or chairs are arranged in rows facing the teacher. This seating arrangement does not always enhance interaction among students. Let us work for a flexible seating arrangement where we can re-arrange seats or desk to suit our learning needs and conditions. 10. Make good use of every instructional moment. Minimize discipline time to maximize instructional time.