effective classrooms byparomita mitra bhaumik
TRANSCRIPT
EFFECTIVE CLASSROOMS
PRESENTED BYPAROMITA MITRA BHAUMIK
Psychologist/Learning and development trainer/Teacher Educator
1)WHAT IS CLASSROOM MANAGEMENT2)DIFFERENCE BETWEEN TRADITIONAL AND
MODERN CLASROOMS3)TIME MANAGEMENT4) TEACHING STRATEGIES-5) MIND MAPPING AND CLASSROOM
APPLICATIONS6) DISCIPLINE RULES AND PROCEDURE7) CASE DISCUSSIONS
Workshop overview
# From Teacher –Centric to Child- centric# From teaching lessons to capacity building# From books to multimedia#From importance of” marks” to” grades” from
the highest marks to class averages# From IQ being the predictor of future success
to emphasis on EQ# From Uniform instructions to differential
instructions# From barring certain students from class to
inclusive classrooms
TRADITIONAL CLASSROOMS /MODERN CLASSROOMS
“THE ACTIONS TAKEN BY THE TEACHERS TO CREATE AND MAINTAIN A LEARNING ENVIRONMENT CONDUCIVE FOR SUCCESSFUL INSTRUCTION”---EVERTSON AND WEINSTEIN 2006
What is classroom management
TO GAIN CONTROL OVER THE CLASS ENVIRONMENT
HIGHER STUDENT ENGAGEMENT TIME FOR THE MIXED ABILITY CLASSROOM
.SOCIAL/ PERSONALITY DEVELOPMENT FOSTERING THINKING EMOTIONAL AND SOCIAL SKILLS TRAINING
EFFECTIVE INSTRUCTIONAL STRATEGIES
Classroom management aims
*TEACHER DIRECTED REVIEW(5 MINS)-ask question, quizzes, match the following on the last lesson
*INTRODUCTION OF NEW CONCEPTS (5MINS)-use models real objects, audiovisuals
*GUIDED PRACTICE ON ASSIGNMENT-(10MINS)-include reading, writing, speaking and listening skills
*INDEPENDENT/CO-OPERATIVE (RECIPROCAL)WORK(15 MINS)
*CONCLUSION-(5MINS) –Summarizing the lecture
BUDGET THE ACADEMIC TIME
COLOURED PAPER ON WHICH TO DISPLAY STUDENT;S WORK
DISCIPLINE PLAN- 3-5 CLASS-RULES ONLY(NON-NEGOTIABLES) WITH CONSEQUENCES-TO BE REPEATED IN THE CLASS, EVERYDAY FOR 2 WEEKS THEN PERIODICALLY
POST --CALENDER BIRTHDAYS, IMPORTANT NOTICES, CALENDER, HOLIDAYS
POST—WEEK’S ASSIGNMENT OR HOMEWORK AND CORRECTIVE FEEDBACK ON IT, PREFERABLY ONCE A WEEK
WALL SPACE OF THE CLASSROOM
1) IDENTIFYING SIMILARITIES AND DIFFERENCES(helps in analysis by breaking down a concept, and comparing)
Applications
Use venn diagram charts to compare and classify. Use graphic forms
MARZANO’s 9 INSTRUCTIONAL STRATEGIES
2) SUMMARIZING AND NOTE TAKING-to improve comprehension.
APPLICATIONS Provide an outline and ask children to summarise a book, movie a part of the
lesson, predict whats going to happen next. More notes are better than less, give
reflection time
3 ) Reinforcing efforts and providing recognition-capacity building without comparing.Recognition works better than tangible rewards
APPLICATIONS Share stories about successful people,
students to keep a log about their efforts and achievements, to reflect and analyze. Personalise recognition,’pause prompt and praise with the struggling one
4) Home work and Practice- fixed schedule of work, minimal interference from parents,give feedback
APPLICATIONS Explain the H.W rules,choose the
difficult concepts .be consistent.
5) Non Linguistic Representation-more brain stimulation when a concept is represented verbally and visually
APPLICATIONSUse physical models, movements , symbols
etc
6) Co-Operative Learning-children learn better through brain storming in groups and teaching one another
APPLICATIONS Groups of varying size abilities and
interest, who can choose their pace and goals
7) Setting objective and providing feedback
Set a goal and provide corrective feedback
APPLICATIONS-feedback should be specific and timely
8) Generalizing and testing hypothesis Deductive reasoning using a general
rule to make a prediction works best
Applications( what if...predictions and guided imaginations)
What will happen if humans could fly? What would be the scenario without
the world wars?
9) CUES QUESTIONS ADVANCED ORGANISATION
Use leading questions so that the students can apply already acquired knowledge
APPLICATIONS-introduce a new topic, tie it to already acquired knowledge, arouse curiosity, (10 sec reading)match the following quizzes
A mind map is a visual form of note taking .it harnesses the full range of cortical skills –word image number logic colour spatial awareness in a single powerful manner. It leads to whole brain learning (involving both the right and the left hemispheres of the brain).It can be done individually or in groups at the end of a class lesson , or can be applied in all aspects of life.
WHAT IS A MIND MAP?
THE MAIN PROBLEM ISSUE IN THE CLASSROOM, LEADING TO LESSON DISRUPTIONS, DOES NOT STEM FROM THE LACK OF DISCIPLINE OR TEACHERS,’PERSONALITY BUT FROM
LACK OF PROCEDURE AND REGULAR ROUTINE WHICH NEEDS DRILLS
WHAT MATTERS?
DISCIPLINE IS THE SENSE OF RIGHT OR WRONG IN A PARTICULAR SITUATION
PROCEDURE IS THE METHOD TO DO WORK
ROUTINE-IS THE CONSISTANCY OF DISCIPLINE. ROUTINE WORK LEADS TO HABIT FORMATION.
DISCIPLINE DICTATES HOW STUDENT BEHAVE PROCEDURE AND ROUTINE DICTATES HOW
THEY WORK.THESE TO BE INTRODUCED ON THE FIRST DAY AND FOLLOWED THROUGH OUT.
DISCIPLINE ,PROCEDURE ROUTINE
EXPLAIN WHAT IS EXPECTED BEHAVIOUR OF THE CLASS. MAKE ABOUT 3-5 RULES . WRITE THEM ON THE NOTICE BOARD WITH THE CONSEQUENCES MENTIONED. PLEASE KEEP THE WORDS SIMPLE AND THE SENTENCE POSITIVE. CONSIDER RECITING THE RULES DAILY FOR THE FIRST TWO WEEKS THEN PERIODICALLY
PROCEDURES NEED TO BE EXPLAINED,REHEARSED AND REINFORCED
DISCIPLINE PLAN
INAPPROPRIATE RULES ( VAGUE RULES )
PREFERRED RULES
( SPECIFIC RULES)
BE RESPONSIBLE PLEASE BRING YOUR BOOKS AND COPIES ACCORDING TO THE TIMETABLE
PAY ATTENTION RAISE YOUR HAND AND WAIT FOR THE PERMISSION TO SPEAK
RESPECT AUTHORITY SIT ON YOUR SIT ,UNLESS YOU HAVE THE PERMISSION TO LEAVE
BE POLITE WISH YOUR TEACHERS ,EVERYDAY,DO USE” ;THNK YOU’”SORRY” “PARDON” WHENEVER APPROPRIATE
APPROPRIATE RULES
* COGNITIVE FACTORS- LEARNING DIFFICULTY, LOW IQ, ADHD, RELATED POOR SOCIAL SKILLS AND CLUMSINESS
* FAMILY ISSUES -HARSH DISCIPLINE , PROBLEMATIC RELATIONSHIP
*ECOLOGICAL FACTORS -DANGEROUS NEIGHBOURHOOD,ANTI SOCIAL PEERGROUP
*PROBLEMATIC PEER RELATIONS-BULLYING REJECTION
SCHOOL PRACTICES-COMPETETIVE CLASSROOMS CORPORAL PUNISHMENT, COMPARATIVE EVALUATION , POOR RAPPORT WITH THE TEACHER
HIDDEN ISSUES IN PROBLEM BEHAVIOUR
IF YOU WANT IT ,.....TEACH IT. IF YOUEXPEXT TO MAINTAIN IT......ENCOURAGE IT, ACKNOWLEDGE IT, REINFORCE IT !
POSITIVE REINFORCEMENT- When a particular behaviour is followed by something pleasant so that it can be repeated
NEGATIVE REINFORCEMENT -when a particular behaviour is exhibited to avoid something negative.It is used to eliminate negative behaviour
PUNISHMENT- Adding something adverse to decrease a behaviour
EXTINCTION-removing or taking away something to decrease a behaviour
REINFORCEMENTS IN CLASSROOM
What are the corrective consequences? ( After Positive reinforcement)
Verbal reprimand/w
arning
Time out
Proximity managemen
t
Parental contact
Principal's notification
FIND THE PERSON DOING RIGHT BEHAVIOUR AND EMPHASISE IT BY THE FOLLOWING PROCESS
1)Be specific and praise the behavior consistently
“you are doing well because you revise your paper”
2)Be timely -express s soon as it occurs 3)reinforce the effects of the behaviour “this sets an example to others to follow”
POSITIVE REINFORCEMENT
Redirecting focus when a negative behaviour occurs-consistently for about 3 months changes it into a positive one
`1 when it occurs redirect focus by suggesting that the specific behaviour is not consistent with their better character--”I am so surprised ,it is unlike you to do this’
2 Reinforce the consequence in a positive and fun tone. “we cannot have other people not like a boy like you, that would be tragic”
Negative Behaviour Redirection
1) Identify the student, categorise him 2) see the context try to find the cause and
pay off 3) Specify expected behaviour in class 4) use reinforcements 5) conduct behavioural rehearsals 6) Prompt expected behaviour 7)Catch them being good, 8) monitor a plan 9)Keep a log 10) Involve
parents ,for serious /chronic issues
WHAT DISCIPLINE BECOMES AN ISSUE
PAROMITA MITRA BHAUMIK www.paromitamitrabhaumik.com [email protected]
9051670642/9830021567
THANK YOU