Observingandrecognizingpatternsofbehaviour PatternsofObservableBehaviour NonDisruptiveBehaviour DisruptiveBehaviour(Violent/Nonviolent)
DisruptiveBehaviour(Violent/Nonviolent)Eating in classRinging cell phoneMonopolizing classroom discussionsFailing to respect the rights of other students to express their viewpointsTalking when the instructor or others are speakingConstant questions or interruptions which interfere with the instructors presentationOvert inattentiveness (e.g., sleeping or reading the paper in class)Creating excessive noise with papers, book bags, etc.Frequently entering class late or leaving earlyUse of cell phones or other electronic devices in the classroomInordinate or inappropriate demands for time and attention
Observingandrecognizingpatternsofbehaviour PatternsofObservableBehaviour
NonDisruptiveBehaviour DisruptiveBehaviour(Violent/Nonviolent)NonDisruptiveBehaviourQuietly blend in while doing nothing, doodling, or appearing to workSpend a lot of time looking through things, desk, locker, etcSay they are getting to the task or are working on something and produce few resultsQuietly mumble, hum, or make slight sounds to selfDay dream, look out window, around the room, look past the teacher, at other students, stare, etcPlay with things in desk, backpack, in folders, etcDraw or do other tactile activities while lesson is being presentedSleep
Extreme disruptive behaviourUse of profanity or derogatory languageIntoxication or other suspected substance impairmentsVerbal abuse (e.g., taunting, badgering, intimidation)Harassment (e.g., use of fighting words, stalking)Threats to harm oneself or others. Physical violence (e.g., shoving, grabbing, assault, use of weapons)
Components of Classroom ManagementSeating DisplaysIndividual attentionPair & group workCleanlinessUsage of resourcesTimetableClassroom NormsTeachers movement
Use of blackboardEvaluation Observation QuestioningDemonstration & PresentationSocial skillsAccessibilityPair/group compositionInstruction and Body languageStrategies for Classroom ManagementPlanningHow to achieve desired goalOrganizationRules and procedure should be aligned with teaching strategiesCommunicationCommunication should be effectiveMotivation Create a learning environment that encourage social interaction.MonitoringMonitor the activitiesKey Dimension of positive classroom managementPhysical DimensionCondition of furniture.Place to keep things.Proper place to sit for students.Light, vision possibilities. Noise level. Temperature of the classroom. Right place for chalk board or bulletin board.The Ambience (Environment)Odour.Humidity. Ventilation. Chalk dust.Heat-Cold.Noise-Echo-Quiet(Each room has it own Feel and that feel sends an Immediate message.air freshener, flower)
Key Dimension of positive classroom managementHuman FactorMutual interaction.Audibility and visionary aspects. Place of movement around the class for teacher and students.Dont make things too comfortable lest they fall asleep.Instruction dimensionClear communication.Teacher conveys enthusiasm for the subject and for the content specifically taught.Teacher must keep students accountable for their work.Teacher must be aware of what is happening in the work.Teacher must teach for students success Behavior reduction techniquesStrategies to promote good classroom behaviour
Antecedents-based interventions
Group-oriented management systems
Self- management interventions
Social skills instruction
Relationship-building strategies
Tutorial tasksFind out the details for the strategies mentioned earlierCreate case study scenario case_studies_disruptive_student_behavior.pdfProvide suggestions to solve the problems in the scenario
