classroom management

TOPIC 6 : CLASSROOM MANAGEMENT

PRESENTED BY : NUR AMIRA ISMAIL NUR DIYANA SHUID

SUHAIZA SHUIB(PISMP SCIENCE 1, JANUARY 2011

INTAKE)

ELE 3102 PRINCIPLES OF ENGLISH LANGUAGE

TEACHING

Classroom management

Rules & procedures

Classroom organisation

Seating arrangement

Managing the learning

environment

Managing difficult

behaviour

Classroom management involves creating optimum conditions for the business of teaching and learning.

RULES• A rule identifies general expectations or standards for

behavior.– Eg: “Respect other persons and their property”

• covers a large set of behaviors that should always be practiced.

• Rules frequently indicate unacceptable behavior as well as expected, appropriate behavior, although teachers sometimes manage to write rules that are only positively stated – Eg:“We ask permission before talking in class”. In such

instances the unacceptable behavior is implied “Don’t talk without permission”).

• In addition to general rules, many teachers will have a rule or two governing a specific behavior that could become an issue or that they want to prevent– Eg :“Gum chewing is allowed,” or “Gum chewing is

not allowed”

RULES

• There are three steps to construct the rules : knows about the school regulation plans the classroom rules involve students when planning the classroom rules

Example of classroom rules :

• Come to school on time.• Bring what you need with you.• Listen to the teacher.• Follow directions.• Be kind to others.

PROCEDURES• Procedures are the expected students behaviour

which is applied for specific activities focus on achievement of students

• Unlike rules, which can involve students in their establishment, procedures are determined by the teacher.

• Procedures involve : transition to enter and going out from the classroom use of area in the classroom cooperative group activities small group work

PROCEDURE

• Procedures also communicate expectations for behaviour.

• They are usually applied in a specific activity, and they are usually directed at accomplishing something rather than prohibiting some behaviour or defining a general standard.

• For example, you will set up procedures with your students for collecting assignments, turning in late work, participating in class discussions, using the bathroom, and so on.

• Some procedures (such as use of equipment at a centre) are sufficiently complex or critical that you may want to post guidelines in addition to discussing them with the students.

• However, many procedures are not written

because they are very simple or because their specificity and frequency of use allow students to learn them rapidly.

• Marlene and Lee Canter’s style of assertive discipline that involves including the students in the rule writing process.

• When the teacher is writing the rules, he/she asks the students for input and rules that they think would be appropriate for the classroom and then compiles a list of these rules to post in the classroom.

• This form of rulemaking establishes a type of responsibility in the students.

• It helps the students take ownership in their own behaviour when they create the class rules.

• First day of class, held a class meeting to brainstorm about classroom rules, in which the students will give their input on the rules they wish to see govern their classroom.

CLASSROOM ORGANISATION

PSYCHOSOCIALPHYSICAL

Physical

Conducive Safety Environment Facilities

Psychosocial

Responsibility of teachers and

students

Relationship between peers

Relationship between teachers & students

Seating arrangeme

nt

Auditorium style

Face to face style

Off-set style

Cluster style

Auditorium style

Face to face style

Off-set style

Cluster style

Managing difficult behaviour

Definition

• Ellen C. Frede : “Challenging behaviour is any repeated pattern of behaviour that interferes with learning or engaging in social interactions’’.

• This includes unresponsiveness to developmentally appropriate guidance and actions such as prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behaviour, property destruction, self-injury, noncompliance and withdrawal.

Types of behaviour that are most challenging in a classroom are:

• Not listening to the teacher• Not doing one’s work• Distracting others• Avoiding homework deliberately• Excessive talking with friends• Using different tactics to delay class work

• • Roaming about in the class• Hitting or teasing• Bullying• Stealing• Lying• Leaving notebooks at home

Causes of challenging behaviour

• Not understanding the work that is being done• Seeking attention• Too many instructions given in the course of one lesson• Peer pressure• Boredom• Student is unwell• Student has a single parent• Problems at home.

• These include:1. Fights between parents2. A sick parent3. A new addition to the family4. Economic issues5. Being neglected at home6. Death in the family

Strategies for dealing with challenging behaviour

• Planning - research and plan your approach to each class and the individuals that present challenging behaviour

• Have your own sets of rules and communicate your expectations of the class.

• Follow the schools behaviour policy.• Keep things light and sidestep minor

disruption with humour.

• Praise good behaviour.• Try to keep the pace of the lesson high.• Put trouble makers outside the door for a

few moments to cool off.• Use a reward system.• Plan stimulating and interesting activities

into the lesson. Tell interesting stories.

• Build a treat like part of a video or a quiz as a reward for getting work done and good behaviour.

• Do not get in to arguments with pupils.