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Classroom Management

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Andrea Duprez

on 14 July 2014

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Transcript of Classroom Management

"All of the things that a teacher does to organize students, space, time, and materials so that
student learning can take place." Wong & Wong



Based on research and teachers' experience
we also think that
classroom management is...



Brainstorming activity






What does "Classroom management" mean to you?

Let's watch a video...








"It refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class."
(Glossary of Education Reform, 2013)
Let's see some definitions




“The provisions and procedures necessary to establish and maintain an environment in which instruction and learning can occur"
W. Doyle



Effective discipline


Being prepared for class




Motivating your students

Providing a safe, comfortable learning environment



Being creative and imaginative in daily lessons




AND:
It's different for EVERYONE!
Why is classroom management important?

It helps to create a 
productive learning 
environment 
It provides students  with structure and 
achievable goals
 
It helps to form 
responsible individuals 
It allows several activities to occur  during the day, with a minimum of wasted time and confusion  
Students know what is  expected of them 
It increases on­task time 
and reduces classroom 
disruptions 
Let's see some situations we may encounter in class...
1.







2.
3.







Let's concentrate on the most
common mistakes
in classroom management that lead to problematic situations and
possible measures to avoid them
.

Time to discuss ideas...
Time to discuss ideas!






WHY?
Teaching Styles
Personality/Attitudes
Student population
Mistake # 1
"Don't smile until Christmas"
"It's important to keep distance between you and the children and show them who 'the boss' " is...
Try this instead....
- Explain what kinds of behaviour are acceptable and which are unacceptable so that the focus on learning is possible, children feel safe and everyone is treated in a dignified and respectful way.
-
Don't confuse being assertive and very clear about your standards and expectations with being cold, hostile and dictatorial.
Remember:

There is no rule that says someone who gets the agenda and is in charge cannot be natural, warm and human
Mistake # 2
Trying to control behaviour
- We all have a "resistance principle"
- If you believe you must control children and that they should obey you, it's highly likely you'll find that classrooms interactions become more hostile. As a result, you'll rely on punishment.
Try this instead...
Highly effective teachers seek firstly to influence and then to manage children's behaviour.

To do this, you need to:
- Develop clear rewards and sanctions and share them with the children;
-
Create certainty around the process. consistency is a
MUST
.
Mistake # 3 Taking poor behaviour personally

The mistake you might make is to believe that when children misbehave or challenge you it is something personal.


Remember the idea that all
behaviour is purposeful
in the sense that all our behaviours are attempts to:

-
Gain something (attention)
-
Not lose something (status)
-
Get our emotional needs met (attention, achievement, safety, autonomy)
Effective responses that help you to avoid taking it personally are:
-

Modeling the behaviour you want rather than reacting to the behaviour you're getting. Remember who the adult is!

-
Looking for solutions in a professional way: talk to colleagues, be open about the challenges you face.

-
Managing your emotions, and being optimistic that a solution will be found in time.

-
Keeping things in perspective; remember
the
things you do well
Children
don't do things to you.
They do things for themselves.
Mistake #4:
Using negative or imprecise language
Common negative language used:
- "Don't talk when I'm speaking, please
- "Stop calling out"
- "Stop pushing the line"

Try this instead...

- If a student is trying
to get your attention
by misbehaving don't give him/ her
what he/she is looking for
as a reward.

Instead, teach him/her
to look for attention
in a positive way.

Mistake # 5
Attending to secondary behaviour
Primary behaviour
: requires us to respond and correct because students:
- Intrude on the learning process;
- Infringe safety (physical or psychological);
- Ignore respectful and dignified treatment of others
Secondary behaviours are those that sometimes follow when a child is corrected. It could be verbal or non verbal:


Non verbal:
- Pulling a face
- Sulking
- Tutting


Verbal:
A response from the child to "defend" their position:
- "I was only...."
- "He's doing it too..."
Try this instead...
- Key principle:
maintain your focus on primary behaviour.

-
Use a "maybe ... and" pattern:

Child: "I was only asking what page we were on"
Teacher: "Maybe you were and I still need you to listen now. Thanks"
Child: "Mrs. Martínez lets us sit with our friends"
Teacher: "Maybe she does and in this class we have a seating plan to help us learn. Choose to sit here, please"

Why does it work?
1. Quite simply you are agreeing with the child and their "defense". You're letting them know that you understand their point of view;

2. You've created some agreement;

3. If there's agreement, there can't be tension;

4. You use the word "and" to link to the next step;

5. You redirect them to the outcome you want.
Mistake # 6
Criticising the person
rather than the behaviour
Children will need to break through boundaries as a normal and natural process of development.
They do it:
- To test you
- To see if you mean what you say
- To see if you will be the caring adult who will create a safe environment
A common mistake is to connect the identity or personality of the child with the undesirable behaviour.
"Come on now stop being silly"

"Tomás, you're rude and disruptive"
"Sofía, I'm so disappointed in you"
"Lucas, don't be so mean"
Even looking at a child and just saying their names in a disapproving tone of voice has the same effect...
Try
this
instead...
Effective teachers express disapproval of the act or behaviour, NEVER the person.
Effective language patterns
"Come on now, making those noises is not appropriate"
"Lucas, when you say that to Matías it shows a lack of respect"
"Tomás, I was disappointed that you didn't finish your work today"
"Sofía, calling people names is hurtful"
Mistake # 7
Over-criticising yourself and your performance.
Try this instead
Focusing on what didn't work is the worst way of improving!

A variation is to phrase instructions in a potentially ambiguous style:
- "I need you to behave"
- "Be nice when you're working together"
- "Felipe, pay attention and stop disturbing others."
Remember
these
golden
tips...
Tip nº 1
Establish classroom rules immediately and enforce them consistently.
Tip nº 2
Set logical rules and consequences
Use positive instead of negative language.
Tip nº 3
Tip nº 4
Make your students feel responsible for their own learning environment.
Tip nº 5

Be mindful of different learning paces and keep the students
busy.
Avoid confrontations in front of students
Tip nº 6
Tip nº 7
Connect with the parents
Tip nº 8
Get the attention of every student before beginning the class.
Tip nº 9
Be organized!
"If you want your children to improve, let them overhear the nice things you say about them to others"
Dr. Haim Ginott
Let's put knowledge into practice!
:)
Time to discuss ideas...
Yami and Andy
Thanks
for coming!!!!
Having a critical point of view is a useful tool. However, you must remember that destructive criticism doesn't lead to improvement.
Instructions
1. Get in groups;
2. Read the classroom situations and add your own;
3. Complete the chart;
4. Share
Time to work!
:)
Classroom Management
Full transcript