Classroom Management &

Hearing Impairment

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Chapter 1Problems in comic strips

Problems in Miss Lim’s class1. Might not have conveyed clear instructions for class to go to the special room. But it is unlikely, since they have been doing the same thing for the past 3 lessons2. Seats were arranged in one row. Allowed free seating. This led to boy segregating together.3. Too cold in the room4. Boys formed a small cluster5. Girls sat at the back of the room, and kept the back door open (complained it was too cold)6. Skipped introduction7. Only maintained eye contact with first 2 rows8. Teacher was engrossed with the computer9. Overly focused with carrying out planned lesson, instead of engaging students10. Teacher was situated not within students’ sight and wasn’t aware of what the student was doing. She wasn’t aware they were not paying attention. E.g. yawning etc11. Did not face the class while writing question on the whiteboard, and asking questions12. Group of boys distracted the teacher13. Not everyone was doing the work assigned by the teacher.14. Volume started to increase15. Tossing event between david and susan. Ignore the incident. Distracted the class.16. Did not do anything when she saw that Keith looked confused and lost.17. Neglected keith even though he had confided in the teacher how he felt. Allowed him stay in the same group as David

Creating an inclusive learning

ENVIRONMENT

Managing teaching and learning ACTIVITIES

Managing students’ BEHAVIOUR

Seats were arranged in one row. Allowed free seating.

Room was too cold

Neglected Keith even though he had confided in the teacher how he felt.

Allowed him stay in the same group as David

No clear instructions for class to go to the special room.

Skipped introduction to the lesson

Only maintained eye contact with first 2 rows

Teacher was engrossed with the computer

Teacher was not situated within students’ sight

Did not face the class while writing question on the whiteboard, and asking questions

Boys formed a small cluster.

Girls sat at the back of the room, and kept the back door open

Not everyone was doing the work assigned by the teacher

Volume started to increase

Tossing incident between David and Susan. Ignored the incident and class was distracted.

Main problems in Miss Lim’s class1. Rules and routines are not established or reinforced.

2. No discipline enforced from the start.

3. Had difficulty managing the class as there were too much movements.

4. Allowed the boys to congregate together.

5. Did not engage the students in active learning

6. Did not intervene decisively on the note throwing incident.

7. All the rush at the start of the lesson distracted Miss Lim and caused her to neglect Keith.

Chapter 2Throwing incident

“Miss Lim looked at David and Susan….”

1. Could have get both of them out of the class and question them what is happening. Seek to achieve discipline through preventive approach.

2. Give verbal warning to David. Develop the consequence of repeated offence. (AD + BM = Setting rules and implement them using punishment or rewards accordingly).

3. Could ask them to see her after class, to prevent disrupting lessons.

4. At the start, teacher should have confiscated the notes David passed to Susan.

Chapter 3Inclusive toward special students and

Understanding Hearing Impairment

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Some tell tale signs...

• May appeared lost or disoriented.• Confused about the situation.• Difficulty following verbal directions• Difficulty with oral expression• Easily frustrated if their needs are not met which may

lead to some behavioral difficulties• Some difficulties with social/emotional or

interpersonal skills• May be academically weak• May have a degree of language delay

Difficulties they might face…

• Victim of acts of mischief; hearing aid stolen, made fun of by classmates

• Suffers from low self-esteem and self consciousness

• Possible delayed and slower linguistic development/learning

• May not be confident in communicating with others

Chapter 4Classroom Management Strategies

Creating an inclusive learning

ENVIRONMENT

Managing teaching and learning ACTIVITIES

Managing students’ BEHAVIOUR

1. Structuring physical environment e.g. Keep close proximity of Keith , ensure class is not too noisy.

1. Use visual approaches whenever possible

2. Write on the board the things to be done and instructions

3. Enunciate words clearly using lip movement

4. Provide small group work when possible

1. Establishing rules, routines and consequences

2. Adopt an Authoritative style

3. Combination of discipline models.

4. Train the class to be empathetic and accepting towards Keith

COLLABORATION among teachers and with parents and external organization.

Classroom Management Strategies

1. Adopt an Authoritative style

2. Structuring physical environment 3. Establishing rules, routines and consequences

4. Combination of discipline models.

Classroom Management Strategies

Kounin group management theories – integrate teaching and discipline. -Withitness - awareness and ability to correct misbehaviour before it gets out of control and before other students in the class see it and also begin to do it -Overlapping: how a teacher deals with two or more events that are going on in the classroom at the same time Group Alerting: is engaging the attention of the whole class while individuals are responding Encouraging Accountability: communication to the students that their participation will be observed and evaluated

Classroom Management StrategiesClassroom environment

• FM system • Keep close proximity to the student• classroom should not be too noisy as it would be

uncomfortable for Keith• Shut classroom doors to help eliminate noise• Not forgetting needs of the other student

Classroom Management StrategiesInstructional strategies

• Write on the board the things to be done and instructions

• Enunciate words clearly using lip movement• Use visual approaches whenever possible• Use videos with 'closed captioned' type• Provide small group work when possible

Classroom Management StrategiesMeasures to build self esteem

• Strategies to help him integrate to the class.• Let the other students experience how he feels• Maintain the same expectation for students with

hearing impairment (no compromise)• Goal setting for him

Classroom Management StrategiesCollaboration

• With school -teachers' awareness • With other subject teachers• With external organization/other schools• With parents

Creating an inclusive learning

ENVIRONMENT

Managing teaching and learning ACTIVITIES

Managing students’ BEHAVIOUR

1. Structuring physical environment e.g. Keep close proximity of Keith , ensure class is not too noisy.

1. Use visual approaches whenever possible

2. Write on the board the things to be done and instructions

3. Enunciate words clearly using lip movement

4. Provide small group work when possible

1. Establishing rules, routines and consequences

2. Adopt an Authoritative style

3. Combination of discipline models.

4. Train the class to be empathetic and accepting towards Keith

COLLABORATION among teachers and with parents and external organization.

“There is no doubt that the full inclusion in mainstream schools of children with hearing impairment provides them with full access to the curriculum and prepares them for inclusion in society at large, on the condition that teachers are adept at classroom management and adequate support systems are in place.”

End