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School-Based School-Based Professional Development IProfessional Development I

31 January 2013Thursday07:45 am

Irushadhiyya School

Classroom Management Classroom Management That WorksThat Works

Rules, Routines and ProceduresReinforcing Positive Behaviour

ConsequencesCreating a Responsive Managing system

©Mohamed NasirJunaina Ismail

Classroom Management Classroom Management That WorksThat Works

Objectives:

The participants will

▀ identify the importance of teaching of rules, procedure and routines to students by reviewing literature and exchanging views of colleagues.

▀ find out strategies to reinforce positively students’ learning and appropriate behaviour by discussing among colleagues and reviewing of literature.

▀ list down consequences for violating rules and procedures by discussing among colleagues and reviewing of literature.

Perhaps the most obvious aspect of effective classroom management is classroom rules and procedures. Rules and Procedures convey the message that

““I’m here to teach andI’m here to teach and you are here to learn”.you are here to learn”.

Literature Synthesis

Let us see what does Islam say about good manners?


Just as a child should be taught rituals and acts of worship, he should also be taught GOOD HABITS and ETIQUETTES until they become second nature to him.

-Prophet Muhammadh (SAW)


The believers who have the most perfect faith are those who have the best manners.


Do teachers need to teach RULES, ROUTINES AND PROCEDURES?


Yes. When

& How?


Situationally &Systematically

3-5 minutes everyday

Rules should be taught

TeacherTeacher MODELING MODELING


Examples & Non examples


Teacher CLARIFIES


Acceptable & non-acceptable behaviour


Teacher CONSISTANCYTeacher CONSISTANCY


Inconsist enforcement – major source of teacher /pupil conflict


Teacher MONITORING


Students’ rule-abiding behaviour and intervene repeated violations


Teacher RULE ENFORCINGTeacher RULE ENFORCING


Should be specificDelivered within 3 feet of the childEstablish eye contact


Teacher RULE ENFORCING


Use Precision RequestsPrecision Requests


Rules should be taughtPrecision requests Precision requests : Use : Use student’s namestudent’s name

Precise description of required Precise description of required behaviourbehaviour

Polite and unemotional tone.Polite and unemotional tone.

wait time of 5 secondswait time of 5 seconds


Example: Example:

““Stop please- it is Stop please- it is disrespectable to pull down art disrespectable to pull down art work displayed on the wall.” …work displayed on the wall.” …

“ “Be responsible by keeping Be responsible by keeping your hands and feet to your hands and feet to yourself. Do it now, please!” yourself. Do it now, please!”


Positive or Coercive Positive or Coercive Classroom Discipline?Classroom Discipline?

Teachers need to build a classroom environment where positive interactions are the norm and punitive consequences are minimized

Coercive or punitive environments promote antisocial behaviour

Comparison

Punitive Positive

Rapidly stop behaviour Slowly stop behaviour

Provide immediate relief (reinforcement) to the teacher

Provide no immediate relief to the teacher

Teach students and peers what not to do

Teach students and peers what to do

Decrease positive attitude towards school and school work

Increase positive attitudes towards school and school work

Group WorkIdentify any three Routines which are

unstructured and weaker in Irushadhiyya School.

Activity I. Recommend the procedures to redress those weaker areas of our school.

Activity II. Suggest consequences that can be Activity II. Suggest consequences that can be effectively applied effectively applied if and when students break class if and when students break class rules.rules.

Creating a Responsive Creating a Responsive Management SystemManagement System

Create a management Create a management system that is responsive system that is responsive to student needs.to student needs.

Proactive NOT Proactive NOT ReactiveReactive


Create a management system that is Create a management system that is responsive to student needs.responsive to student needs.

Key elements:Key elements:

Behavioural expectations should be Behavioural expectations should be clearly defined, taught, and clearly defined, taught, and acknowledged (Sugai et al, 2000).acknowledged (Sugai et al, 2000).

This can be acomplished through This can be acomplished through □ □ teaching classroom rulesteaching classroom rules□ □ encourage positive behaviourencourage positive behaviour□ □ increase academic and increase academic and

behavioural successbehavioural success□ □ decrease the likelihood of decrease the likelihood of

failurefailure


Definitely, Definitely, misbehaviourmisbehaviour will occur! will occur!

Therefore: Teachers should be Therefore: Teachers should be PROACTIVE!PROACTIVE!

Have a Have a set of responses set of responses to certain to certain behaviours! (Simonsen et al,2008).behaviours! (Simonsen et al,2008).


Prescribed and responsive approach to misbehaviour creates a more positive learning environment and decreases the need for reprimands.


PREVENTION, PREVENTION, PREVENTION

PREVENTION, PREVENTION, PREVENTION

Preventing misbehaviour should be the primary goal of all teachers.


Let us discuss some of the well-established strategies to predetermine the responses of the misbehaviours.

Creating a Responsive Management SystemCreating a Responsive Management System

The following six strategies are often under utilised but they are very much responsive to have a responsive management system. Use these strategies and so that they become a positive habit of you.

Proximity ControlOpportunities to RespondRule ReminderEye ContactPraising Appropriate BehaviourTemporary Escape

GROUP WORKGROUP WORK

In groups of six, please work on the six strategies to create a Responsive Classroom Management System. Each group works on one strategy.

classroom nanagement that works

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