Transcript
The Three Axioms of Effective Classroom Management
Introduction
Professors explain that the sign of a good teacher is that “the
teacher is in control of the class.”
The amount of control that teachers have in the class is often
seen by a school’s administration as a measurement of the
“quality of a teacher.”
School administrators are usually happy if a teacher never sends
a student to the office and interpret this as “proof” that the
teacher is in control and must be doing a good job.
Techniques that Work
Stand at the door and make eye contact with every child asthey enter and exit the room.
I really do not know why this works, but for some strangereason it has proven successful over the years.
Place firm limits and controls on students.
Post classroom rules and expectations in places where thestudents can easily see and read them.
Expect students to be in their seats at the beginning of class.
This is a School Board rule and is a must when takingattendance.
Explain the reasons behind rules and decisions.Let the students know the “why” things are done in yourclassroom.
Mete out discipline, but only after careful consideration ofthe circumstances.
Every child, every group, every class, every year is different
Be open to verbal student interaction, including criticaldebates.
When students have constructive interaction, they tend toremember more of the lesson.
Create an environment which offers the students theopportunity to learn and practice communication skills.
Ask them to write what they learned. Ask them to share theirideas with the students in their group.
Create a Learning Environment
As a teacher, you want to create the environment in your
classroom that is most conducive to maximizing learning.
It is suggested that teachers would want to create a visual
environment that:
• Is Attractive
• Is Functional
• Is Stimulating
• Is Motivational
• Creates pride and
self esteem.
Attractive materials are neat, clean, colorful, and pleasing to
the eye. These materials may be self-made, purchased, or
textbook resource materials.
Functional materials, in addition to being attractive, teach or
reinforce a concept or skill. Calendars and current event
notices are functional materials.
Stimulating materials would be thought-provoking and
questioning in nature.
Motivational materials are often in the area of morals and
values, with the goal of raising viewers' awareness and
offering hope and encouragement.
Materials which create pride and boost self esteem may be
in the form of student work or posters celebrating
students' accomplishments.
1. Focusing
Be sure you have the attention of everyone in your classroom before
you start your lesson. Don’t attempt to teach over the chatter of
students who are not paying attention.
The focusing technique means that you will demand their attention
before you begin. It means that you will wait and not start until
everyone has settled down. Experienced teachers know that silence
on their part is very effective. They will punctuate their waiting by
extending it 3 to 5 seconds after the classroom is completely quiet.
Then they begin their lesson using a quieter voice than normal.
2. Direct Instruction
Uncertainty increases the level of
excitement in the classroom. The
technique of direct instruction is
to begin each class by telling the
students exactly what will be
happening. The teacher outlines
what the students will be doing
during the class period and
should set time limits for some
tasks.
3. Monitoring
The key to this principle is to circulate. Get away from that computer!
Get up and move around the room. While your students are working,
make the rounds. Check on their progress.
An effective teacher will make a pass through the whole room about
two minutes after the students have started an assignment. The teacher
checks that each student has started, that they are on the correct page,
and that everyone has put their names on their papers, etc. The delay is
important. The teacher wants all students to start the assignment so that
answers can be checked and are correctly labeled or in complete
sentences. The teacher provides individualized instruction at this time,
as needed.
Students who are not yet quite on task will be quick to get going
as they see her approach. Those that were distracted or slow to
get started can be nudged along.
The teacher does not interrupt the class or try to make general
announcements unless it is noticed that several students have
difficulty with the same thing. The teacher uses a quiet voice and
students appreciate the personal and positive attention.
Students who are not yet quite on task will be quick to get going
as they see the teacher approach. Those that were distracted or
slow to get started can be nudged along.
The teacher does not interrupt the class or try to make general
announcements unless it is noticed that several students have
difficulty with the same thing. The teacher uses a quiet voice and
students appreciate the personal and positive attention.
4. Modeling
Teachers who are courteous, prompt, enthusiastic, in control, patient
and organized provide examples for their students through their own
behavior. The “do as I say, not as I do” teachers send mixed
messages that confuse students and invite misbehavior.
If you want students to use quiet voices in your classroom while they
work, you too must use a quiet voice as you move through the room
helping youngsters.
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