1.classroom management

7/31/2019 1.Classroom Management

1/28

By:

MOHAMAD FAIZ B. MOHAMAD IZANI

NIK NUR IZZATI BT CHE YAACOB

NUR AMELIA BT MOHD NADZRIN


2/28

A mulifaceted matter,

which concerns all the

aspects of life inschool esp iin pupils

personalities and

teachers craft and

attitude, including allaspects of physical

facilities in the

classroom .

Classroom management isa comprehensive term

for a variety of teacher

actions designed to

facilitate teaching and

learning in the class,

including disciplinary

actions, daily routines,

seating arrangements,

and the scheduling oflessons .

Guy R. Lefrancois (1999)


3/28

To develop more time for teachingand learning

To increase interaction opportunitybetween teachers and pupils

To promote ability of self-management


4/28

PHYSICAL FACTOR

EMOTIONAL FACTORSOCIAL FACTOR

EFFECTIVE

CLASSROOM

MANAGEMENT

LEARNING ENVIRONMENT


5/28

or


6/28

Three main physical factors:

i. Seating arrangement

ii. Physical facilities

iii. Notice boards


7/28

Fontana D. (1985) identifies some of the individual

differences that influence classroom management.

Five individual differences:

i. Age related differencesii. Ability related differences

iii. Sex related differences

iv. Socio economic related differences

v. Culturally related differences


8/28

Wragg, E. C. (1981) identified a range of

commonly viewpoint held by teachers on

classroom management.

i. Authoritarian approachii. Permissive approach

iii. Behaviour modification approach

iv. Interpersonal relationship approach

v. Scientific approach

vi. Social systems approach


9/28

PERSONAL QUALITIES

COMPETENCIES INTEACHING & LEARNING

MORAL VALUES


10/28

The teacher projects an image of efficient,

caring or creative contributes to successful

managing process.

KindUnderstanding

Warm and humorous

Motivating

Keen and enthusiastic

Strict and firm


11/28

Levin & Nolan 96:

Teachers have the professional responsibility for assuming

the role of an instructional leader.

gives the pupils a strong sense of security by givingprecise directions, clear objectives and as a role

model.

Teacher: plans organizesimplement/teach


12/28

It is two-way, reciprocal affairs based on trust,

respect and understanding.

Fostering close rapport with pupils tends to comesnaturally as the teachers initiatives in getting know

the class and demonstrate care and concern for

each and every pupil.


13/28

When the teacher express care and concern

in a sincere manner, the pupils will

reciprocate.

Get to know their abilities, welfare, andtheir individual differences

Allow them the freedom to elicit their

thoughts


14/28

Create a non-threatening learning

enviroment

( affective filter)

To enthuse pupils in their learning (can usecheap thrill to entertain) provide

enjoyable, relaxed, inviting, cheerful and

pleasant learning environment.


15/28

The 3Ps

(3 significant teachercharacteristics)


16/28


17/28

Believe her pupils can learn

Have faith in ourselves and do the best

to help them

Positive

(frame of mind)

Must undertake considerable overall

prior planning Determine pupils differences,

abilities and the subjects to be taught.

Proactive(plan of action)

Ground the rules clearly and firmly

Preventive(pre-emptive

action)


18/28

PHASE TIMING ACTION TO BE TAKEN

1. Preparing for thebeginning of the year

Prior to beginning of theschool year

-Set expectations ofpupils

behavior & work

-Identify rules/

procedures

-Consider consequences

2. Beginning of the school

year

First few days/week of

school year

-Make known your

expectations

-Establish rules/

procedures

-Teach rules/procedures

-Socialize pupils into class

3. Maintaining good

discipline

Throughout the school

year

-Monitor and maintain the

established system

-Revise/modify when

necessary

Classroom management model by Emmer,et.al (1987)


19/28

COMPENTENCIES IN TEACHING & LEARNING

BEFORE

Determine the learningoutcomes

Observe the individual

differences among students Teachers should be well-prepared with ikhtisasknowledge in educationfield by attending courses,

workshop etc. Eg: children psychology,

teaching approaches


20/28

Use set of induction todraw attention

Use various teachingmethods

Apply technology ineducation like ICT

Improve communicationskills between teachers and

students-Eg: use soft words whencalling their names

DURING


21/28

AFTER

Evaluate the learning result

Eg: if students are clever,carry out the enrichmentactivity while for weakstudents, give them

remedial activity


22/28

THEAPPRECIATIONAND

GOODVALUEPRACTICE

AMONGTEACHER

Responsibleto

pupils

Responsibleto

parents

Responsibleto

School

Responsible toSociety and

nation

Responsible toColleagues and

teachers profession


23/28

FAIRNESS

Fairness is one main part of teaching.

Fairness is central to teaching in one particularrespect (Huge Sockett)

Teacher become a role model for student. It often a matter of perspective of student towards

teacher.


24/28

TIPSTOBEFAIR:

Confirm facts about infraction and accountableindividuals as necessary

Be clear and unemotional in assigningpredetermined penalty.

Return quickly to instruction and try not to discussthe matter further.

Acknowledge issues so student know that you areaware of it.


25/28

INTEGRITY

Students express and desire teacher as a goodeducator and always do right.

Definition: integrity is regarded as the honesty andtruthfulness or accuracy of one's actions.

Integrity helps teacher to perceived by others asfair, consistent and upstanding in her judgment. (if itis used correctly)


26/28

HOWTOAPPLYINTEGRITY

Accept and admit the mistake make by teacher.

New teacher are likely to make somemisjudgments. So use appropriate words to undothe mistake.

E.g.: I appreciate the way that the class follow my

instruction today. Unfortunately, I make a mistakeon the assignment task sheet. Please make thefollowing correction and extend the due date

until..


27/28

Teachers must prepare their students adequatelyso that they can succeed.

Teachers must create a positive learningenvironment in which students know that they will

be helped in their learning no matter how easy ordifficult they might find the learning process.

Teachers must help their students to understandwhat they have to learn.


28/28

Teachers must use a variety of methods of instruction inorder to help each student to learn.

Teachers must provide students with sufficientopportunities to practice using the new knowledge andskills that they gain.

1.classroom management

Documents