mc seminar classroom management

Presented by John Medina

Outline of Topics Classroom Management: Basic Concepts Principles of Classroom Management Classroom Management Approaches Facets of Classroom Management Developing Your Own Classroom Management

Topic 1:

Classroom Management:

Basic Concepts

What is Classroom Management?

A systematic designing of the classroom environment to create conditions in which effective teaching an learning can occur (Smith, et.al, 2006).

What is Classroom Management?

Refers to the administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and cares of supplies, and references materials, physical features of the classroom, general house keeping, and the social relationships of the pupils.

What is the importance of having Classroom Management?

Immediate Importance: Facilitates the achievement of instructional goals and objectives which, however, requires the development of a systematic way of organizing classroom activities.

What is the importance of having Classroom Management?

Long‐term Importance: Works towards a warm, but firm, relationship between teachers and students, which means that while teachers extend humanness to students, they still maintain the basic firmness needed/wanted in teacher‐student relationship.

Topic 2:

Principles of Classroom Management

1. Consistent, proactive discipline is the crux of effective classroom

management.

•Proactive Approach to Discipline: anticipating potential problems and nip them in the bud.

•Exercising consistency and fairness in our classroom management. Maintaining our credibility.

2. Establish routines for all daily tasks and needs.

•Routine save you a lot of precious time. •Routine procedures give rise to orderly learning environment.

3. Orchestrate smooth transitions and continuity of momentum throughout the

day.

• Transitions are periods of time when teachers direct students to end one task or activity and begin another.

• Smooth transitions prevent unnecessary lull in classroom activities. No unnecessary lull is created that will breed classroom restlessness, which is the father of disciplinary problems.

4. Strike a balance between variety and challenge in students' activities.

• Strike the golden mean between extremely easy and extremely difficult activities to avoid idleness and boredom.

• Idleness and boredom – areas of disciplinary problems; starters of teacher’s headache and lesson disruption. Making students busy, active and productive through learning activities is the best and easy way to avoid disciplinary problems.

5. As classroom manager, be aware of all actions and activities in the classroom.

• “with‐it‐ness” – “have eyes on the back of your heads.”

• Our heightened awareness of everything that is happening in our classroom puts our pupils and students on their toes all the time.

• Use of space and proximity or movement around the classroom for nearness to trouble spots encourage students’ attention." (Stronge, 2002)

6. Resolve minor inattention and disruption before they become major disruptions.

•“Prevention is better than cure.”

•Respond to inappropriate behavior promptly.

7. Reinforce positive behavior.

•Reinforce positive behavior with genuine praise.

•Be generous with genuine praise. For our praise to be genuine it must be given according to merit.

• It is our way of appreciating and recognizing hard work and good behavior.

8. Treat minor disturbance calmly.

•“Do not make a mountain out of a mole.” If a stem look or gesture can kill the inappropriate behavior so be it.

•Let us not make a fuss about it or else we will use the time intended for instruction in mounting up a small problem.

9. Work out a physical environment that facilitates an interactive teaching‐learning process.

•Come up with a physical arrangement that allows maximum interaction

•E.g. Work for a flexible seating arrangement where we can re‐arrange seats or desk to suit our learning needs and conditions.

10. Make good use of every instructional moment.

Minimize discipline time to maximize instructional time.

•Minimize discipline time to have more time for instruction.

Topic 3:

Classroom Management Approaches

Assertive Approach Business-Academic

Behavior-Modification Group-Managerial

Success

Acceptance Group-Guidance

Approaches to Classroom

Management

Assertive Approach

Teacher asserts his authority. Teacher specify rules of behavior and consequences for disobeying them and to communicate these rules and consequences clearly

Assumption: Teacher being the authority in the classroom can handle discipline problems. Any failure in the handling of discipline problems will reflect on the teacher's inability to provide adequate classroom discipline.

Assertive Approach

Suggest that teacher: Clearly identified expectations Take positions “I like that ” ”I hate that” Use firm voice Used eye contact, gestures and touch

supplement verbal messages. Say no without guilt feeling Give and receive complements

Assertive Approach

Suggest that teacher: Place demand on student and enforced them. Indicate consequences of behavior and why

specific action is necessary. Set limits on student Be calm and consistent Follow regularly Don’t give up on rules enforced

Business-Academic Approach

Emphasizes the organization and management of students as they engage in academic work. It has

three major categories:

Establishment and communication of work assignment, standards and procedures,

Monitoring of student work

Feedback of students

Behavior-Modification Approach

Focus: Motivate students to develop appropriate behavior through behavioral modifications like rules, rewards, and punishments. Strategy: Spend little time on the personal history of students or on searching for the reasons for a particular problem

Group-Managerial Approach

It is more important to respond immediately to group student behavior that may be inappropriate or undesirable in order to prevent problems than having to deal with them after they emerge. RIPPLE EFFECT ‐ if a student misbehave and the teacher stops the misbehavior immediately, it remains an isolated incident and class does not develop a problem.


Category of Learner’s Behavior

Work Involvement

Deviancy

Category of Teacher’s Behavior

Desist Techniques

Movement Management


1. Work Involvement It is the amount of time spent by students on a specific

task to be accomplished. Every student must be engaged in the activity.

Ratio: When everybody is busy there is very little chance of inappropriate behavior.

Categories of Learners' Behavior:


2. Deviancy

Students may exhibit mild or serious misbehavior which disrupt the normal flow of classroom activities.

Examples: Ordinary antics like whispering, touching other one's nose or ears, teasing someone, writing notes and passing them on to someone, making faces etc.

Action: It is best that the misbehavior is given attention at once and stopped even before a serious problem can occur.

Categories of Learners' Behavior:

Group-Managerial Approach Categories of Teacher’s Behavior:

DESIST Techniques – teacher action to stop or counteract misbehavior.

WIT‐IT‐NESS ‐ ability to react on a target in a timely fashion. It also means communicating to students that the teacher knows what is happening inside the room.

OVERLAPPING BEHAVIOR – teacher’s ability to handle more than one activity at the same time.


Movement Management – management of behavior in the transitions, from task to task within

and between lessons

SMOOTNESS – even, continuous and calm flow of activities, no interruption. No new activity is

introduced unless the first activity is completed.

JERKINESS – disorderly flow of activities, procedures are not clear to students. Teacher keeps on changing

work assignments without ending the first task.


To prevent jerkiness, the following categories of behavior should be avoided:

Stimulus‐bounded Thrust Dangle

Truncation Flip‐flop

Stimulus‐bounded – busy with some and

ignored others

Thrust – instantly assigns tasks without checking

for readiness

Dangle – suddenly drops or discontinued a topic and shifts to another

Truncation – abruptly ends an activity.

Flip‐flop – terminates an activity, introduces a new one, then shifts back to the terminated one

Group-Guidance Approach

This is based on changing students' behavior on a group basis. Discipline and classroom control are facilitated through group atmosphere and enhance group rapport.

3 Causes of Disciplinary Problems: Individual case history, group conditions, and mixture of individual and group causes (Fritz Redl as cited by Ornstein, 1990).

Acceptance Approach

Maintains that every individual needs to feel acceptance and belongingness. Student will strive to behave appropriately because they want to be accepted and to belong to the group

Applied to learning, it is teaching that is democratic in that it allows participation by students in decision‐making.

Success Approach Focus: Deals with general psychological and

social conditions that influence students in making choices instead of dealing with appropriate behavior and the consequences of such behavior.

According to Glasser (as cited by Ornstein 1990), good behavior results from good choices and inappropriate behavior is a result of bad choice. Thus, teacher’s job is to help students make good choices in order for students to succeed.

Success Approach Ways in helping students make good choices = can be used in dealing or talking to an erring

student.

Stress students’ responsibility for their own behavior

Establish and enforce rules consistently.

Accept no excuses. Utilize value judgment.

Suggest suitable alternatives

Enforce reasonable consequences

Be persistent. Continue guiding and reminding the erring student.

Continually review and update

Topic 4:

Facets of Classroom Management

Time Management

Different Types of Classroom Time

Importance of Time Management

Research‐based Effective Techniques

Lesson Planning and Time Budgeting

Management of Time

Time Management refers to effective allocation of class time to minimize time spent on non‐instructional tasks, to keep pupils' attention engaged when formal instruction is being presented or when they are working on assignments and other learning activities, and. to reduce the total amount of time spent on non‐productive kind of activities (Savage & Armstrong, 1987).

Management of Time Different Types of Classroom Time

Management of Time

Importance of Time Management

Time is of the essence in learning. How much students learn depends upon the amount of time they spend

learning.

It is observed that classes where students

are occupied with learning activities,

where time is managed properly, learn more.

Management of Time Research‐based Effective Techniques

Orchestrate and work for smooth classroom transitions and routines

Allow for no idle time by using fillers in case you finish the lesson ahead of time. (E.g.

Puzzles)

Remain involved with the students

throughout the period

Use planning or pacing material. (Examples: scope and sequence or a subject or budget

grid)

Management of Time Research‐based Effective Techniques

Follow a consistent, specific and flexible

schedule

Use a common place to keep materials and school supplies.

Prepare materials in advance.

Limit disruptions and interruptions through appropriate behavioral

management technique

Management of TimeWhen students are working on an output:

Schedule all activities with corresponding time allotment way

ahead of time.

Provide enough time for everything you expect

to happen.

Avoid rushing since you know you have carefully allotted required time

for every activity. Quality may suffer.

Anticipate difficulties or failure of some

operations in order to be able to pursue alternative actions.

Management of TimeLesson Planning and Time Budgeting

If you have 60 minutes for the lesson:

5 minutes for Routines and Review 10 minutes for Motivation and Presentation 20 minutes for Discussion and Practice 20 minutes for Evaluation and Feedback. 5 minutes for Giving and Explaining Homework

Management of TimeLesson Planning and Time Budgeting

If you have 40 minutes for the lesson:

5 minutes for Routines and Review 5 minutes for Motivation and Presentation 15 minutes for Discussion and Practice 10 minutes for Evaluation and Feedback. 5 minutes for Giving and Explaining Homework

The Physical Environment

Physical Environment refers to the totality of the outside elements or the physical make‐up that influences the learner. This includes the room, its size, location, ventilation, lightning, instructional materials, chairs, acoustics, provisions for orderliness and sanitation.


Importance of the Physical Environment

An effective classroom management demands of the teacher the ability to structure the learning environment to get rid of the unwanted behavior that disrupts learning.

A well‐designed utilization of classroom

space is of utmost necessity if the aim is to be able to manage all learning activities to a successful completion.


Room Arrangement and Structure

• Teacher can easily observe all students at all times and to monitor work behavior.

• Teacher should also be able to see the door from his or her desk.

• High traffic areas are free of congestion.


Room Arrangement and Structure

• Students should be able to see the teacher and presentation area without undue turning or movement.

• Commonly used classroom materials, should be readily available.

• Some degree of decoration will help add to the attractiveness of the room.


Classroom Atmosphere

•Conducive atmosphere for learning; a fresh classroom set‐up

•Quiet atmosphere; noise‐free corridors and buildings.


Furniture and Equipment

• Accessible and orderly furniture and equipment.

• Clean blackboard or whiteboard and teacher’s table.

• Updated and creative bulletin boards for students’ outputs and important announcements.


Class Density

•Density – social and spatial (number of boys and girls and their profiles)

•Make provisions for the class size in structuring the classroom.


Seating Arrangement

•Match the seating arrangement with the format and activities of your lesson plan.

•Sufficient space must be allotted in the aisles and in‐between the seats for ease in moving around.


Ventilation

•Open needed windows and doors. •Be sure the number of electric or ceiling fans are enough considering the seating arrangement and class size.


Lightning

•Depending on the time of the day, turn on or turn off the lights in the classroom.

•Be sure the number of sources of light are enough considering the seating arrangement and class size.


Cleanliness

• Check for Classroom Cleanliness before and after classes. Assign Class Cleaners.

• Do not start the lesson if the classroom is not clean. Let cleaners clean the room.

• Ask students to clean any dirt or trash in their place/floor. Check the cleanliness of the board and the chalk ledge.

• Never leave the classroom unclean and the board with writings as a respect to the next teacher.

Discipline, as applied to classroom instruction, is any means or device adopted by the teacher to achieve orderly behavior of the learners.

What is the Concept of Classroom Discipline?

What is the Concept of Classroom Discipline?

Need and Importance: Discipline is one of the major areas of concern for teachers especially the new ones. Discipline refers to the order which is necessary in the

classroom for pupils/students learning to occur effectively.

What is the relationship

between discipline and classroom management?

Discipline is NOT:

Classroom management.

Discipline vs. Classroom Management

Discipline deals with how people

behave. is about impulse

management and self‐control.

is the student's responsibility

Classroom Management deals with how things

are done. has to do with

procedures, routines, and structure.

is the teacher's responsibility

Discipline just one part of

classroom management

describes the consequences you give students for not following the rules

Classroom Management A key component of

teaching describes a more

general set of procedures, most of which are aimed at avoiding problems rather than responding to them

Discipline vs. Classroom Management

Principles of Classroom Discipline

Respect pupil dignity – comments and responses to misbehavior are

directed towards a specific behavior and never to the

general character or worth of the child.

Private correction is preferable to public correction –dealing with the problems

as quietly as possible.

Principles of Classroom Discipline

Identify and address causes of misbehavior

more than the misbehavior itself

Distinguish between trivial and serious

problems

The responses to misbehavior must be consistent and fair.

Students must be helped to recognize their misbehavior.

Common Types of Disciplinary Problems

Most common problems: inattention, laughing, giggling, whispering, clowning, joking, making faces, talking, playing and discourtesy. These may be taken as less serious misbehavior.

Common Types of Disciplinary Problems

Serious Problems: Cheating, stealing, lying, shouting, destruction of school property, vandalism, defiance to school rules and regulations, fighting in class, physical attacks, bullying, and stubbornness.

Common Causes of Disciplinary Problems


Overcrowded classrooms Poor lighting facilities Inadequate ventilation Inappropriate seating arrangement Noisy and disorder atmosphere Disorderly positioned furniture Scarce Materials and Textbooks

School or Environmental Factors


School Management may also be a factor in discipline in the sense that administrative policies, regulations and practices are not fully observed and implemented.

School or Environmental Factors


Physical Characteristics Personality and Emotional Traits Scholastic Qualifications Command of the Language Cultural background and Experience

Teacher Factors


Physical Characteristics

• Personal Appearance (Dress) and Poise • Mannerisms and Habits • Sense of Hygiene and Cleanliness • Voice Modulation

Teacher Factors


Personality and Emotional Traits

•Cheerful and humorous •Helpful and approachable •Warm and friendly

Teacher Factors


Scholastic Qualifications

• Academic Preparation and Training • Mastery of the Subject Matter • Skill in using a variety of strategies • Teacher’s Classroom Management Skills

Teacher Factors


Command of the Language

• Stammering and Stuttering • Mispronunciation and Speech Defects • Grammatical Lapses • Improper Intonation

Teacher Factors


Cultural Background and Experience

• Contextualization of Lesson • Authentic Discussion Examples • Relating with relevant contemporary issues and to other fields or disciplines.

Teacher Factors


Family and Social Background (E.g. Broken families)

Poor training, breeding, and upbringing of parents

Different interests, attitudes, intelligence, set of values

Learner Factors

Ways of Dealing with Discipline Problems

Dealing with Discipline Problems

Preventive Measures

Effective Interventions


Preventive Discipline – preventive measures that involves a series of strategies to modify the surface behavior to prevent the escalation of a simple misbehavior to a serious discipline problem.

“You must know how to anticipate trouble so that minor skirmishes may not erupt to full‐fledged battles."


Preventive Measures

• Planned Ignoring • Signal Interference or Stimulus Cueing • Proximity Control • Interest Boosting or Humor • Redirecting Attention to Academic Activities • Plain and Serious Silence with Stern Look • Routines, Rules, and Procedures • Apply the Group Managerial Approach


Preventive Measures

•Planned Ignoring – if it appears that the behavior will not spread to others, it is sometimes best to ignore it and not feed the student's secondary need for attention.


Preventive Measures

• Signal Interference or Stimulus Cueing – variety of signals can be used to communicate disapproval (Examples: eye contact, hand gestures, snapping fingers, clearing one's throat, facial expressions, and body gestures)


Preventive Measures

•Proximity Control – go near the student who is misbehaving. Some students need to have a teacher stand close by before they are able to control their impulses.


Preventive Measures

• Interest Boosting or Humor – when a student shows signs of restlessness or boredom, defuse a tense situation to make students relax.


Preventive Measures

• Redirecting Attention to Academic Activities – redirecting the student to appropriate behavior by stating what the student should be doing; involve the misbehaving student in the activity. Example: "Please, look at the overhead projector and read the first line with me, I need to see everyone's eyes looking here.“ (You can call the misbehaving student).


Preventive Measures

•Plain and Serious Silence with Stern Look – when the whole class is noisy, do not proceed with the discussion, you stop and be silent.


Preventive Measures

•Routines, Rules, and Procedures – consistently remind and enforce classroom rules, procedures and routines to keep students on toes. (E.g. Hand Signal for Silence)


Preventive Measures

•Apply the Group Managerial Approach – employ group‐oriented methodologies. Monitor, supervise, move or mill around the classroom.



• Direct Cost • Dialogues and Conferences • Parent Conference • Enforcing Rules (Student Handbook)



• Direct Cost –interventions that involve a direct and concrete consequence for misbehavior; e.g. ‐ isolation time out (removal of a student from the classroom to a location reserved for disruptive students)



•Dialogues and Conferences –talk to the student in privacy. Dialogues can help in discovering problems and agreeing on mutually beneficial solutions. Follow the Success Approach.



•Parent Conference – communicate to parents the positive and the negative performance of the child.

Guidelines in Handling Parent Conferences

1. Don't take parents by surprise. Throughout the year, you should be sending out regular updates about class activities as well as individual progress reports

2. Be incredibly well‐organized. Have all the student portfolios, anecdotal records and other documentation right there to enhance your credibility.

3. Use the student's own input as well. Prior to the conference, have each child complete a self‐evaluation form. It is very interesting to see how kids think they are doing, where they feel they need help, and what they are most proud of. This helps give "bone" to the conference.


4. Remember that parents are not objective about their offspring. Offer no criticism without a constructive suggestion or proposed strategy. Make sure that you point out positives, not just problems.

5. When you run out of things to say, ask them if THEY have any questions. And if they do, don't be afraid of a long pause before you answer. Reflect.




• Enforcing Rules (Student Handbook) – more serious, disruptive behaviors such as fighting, continuous interruption of lessons, possession of drugs and stealing require direct action according to school board rule. Direct the matter to the School’s Prefect of Discipline.


Scolding and harsh words (foul words)

Nagging and faultfinding

Long "sermons" to the whole class for the misbehavior of

few students.

Keeping a student in a "detention area" during or after classes.

Unacceptable and Ineffective Interventions


Assignment of additional homework compared to the rest can make them dislike

the subject.

Use of ridicule or sarcasm, humiliation and embarrassment

Grades for academic achievement should not be affected due to

misdemeanor.

Use of Corporal Punishment is

absolutely illegal. (E.g. Face the Wall; Squat)

Unacceptable and Ineffective Interventions

Establishing Routines

Meaning and Importance of

Routines

Types and Examples of Classroom Routines and Transitions

What do we mean by “routine”?

A routine is a usual or regular method of procedure, especially one that is unvarying (http://www.thefreedictionary.com/Routines).

What do we mean by “classroom routines”?

Classroom Routines refers to the set of procedures for handling both daily and usual occurrences in the classroom.

Why do we need to set “classroom routines”?

Routines save precious time. Student‐performed routines free the teacher to focus on more effective instruction and on the unexpected events that come up throughout the school day.

Why do we need to set “classroom routines”?

Harry Wong writes in The First Days of School, “The number one problem in the classroom is not discipline; it is the lack of procedures and routines.”

Types of Classroom Routines

Routines related to

administrative matters

Routines related to students' behavior

Routines related to special

information


Routines: Administrative Matters

• Checking Attendance • Passing of Papers •Material Distribution and Collection • Submitting Outputs/Projects • Beginning and Ending the Period • Classroom Transitions


Routines: Students’ Behavior

• Leaving the Classroom (E.g. Going to Rest rooms)

• Behavior During Tests • Recitation Procedures • Quieting the Class • Seatwork and Teacher‐led Activities • Group Work and Activities


Routines: Students’ Behavior (Seatwork and Teacher‐led Activities)

• Student attention during presentations • Student participation • Talking among students • Obtaining help • Out‐of‐seat behavior • Behavior when work has been completed


Routines: Students’ Behavior (Group Work and Activities)

•Movement in and out of the group • Expected behaviors of students in the group (individual tasks and roles)

• Group communication with the teacher (for queries and feedback)


Routines: Special Information

•Absences and Special Exams •Excuses and Pull‐outs •Late Projects and Requirements •Special Meetings, Student‐teacher Conference or Dialogue

Types of Classroom Routines (Summary)

Checking Attendance Passing of Papers

Material Distribution and

Collection

Submitting Outputs/Projects

Beginning and Ending the Period

Classroom Transitions

Leaving the Classroom

Behavior During Tests

Recitation Procedures Quieting the Class

Seatwork and Teacher‐led Activities

Group Work and Activities

Absences and Special Exams

Excuses and Pull‐outs

Late Projects and Requirements

Special Meetings, Student‐teacher Conference or

Dialogue

Topic 5:

Developing Your Own Classroom Management

An Effective Classroom Management Context

1. Know what you want and

what you don't want. 2. Show and tell your

students what you want.

3. When you get what you want, acknowledge (or

praise) it.

4. When you get something else, act quickly and

appropriately.

Four Fundamental

Things

Setting Your Own Classroom Management Plan

“If you do not have a plan, you are planning to fail.” (Wong, 2007) Three

Important Components of an Effective Classroom Management Plan:

Rules Procedures

and Routines

Discipline


1. Know and anchored your classroom management on the school rules, policies and regulations. (Secure a copy of the school handbook and other manual.)

2. Study the demographics and profile of your students. Observe the school environment and classrooms to determine the prevailing system.


3. Set your own classroom or house rules, routines, procedures and discipline plan.

4. Prepare for your first meeting with your students i.e. Class Orientation. Your first lesson with your students is the orientation about the your own classroom or house rules, routines, procedures and discipline plan.


Rules about Rules

•The number one rule in classroom management and discipline is SET RULES as early as the beginning of class.


Rules about Rules

•Include students in the formulation of classroom rules. This creates a sense of ownership, empowerment and democracy in the classroom.


Rules about Rules

• State all rules positively. Avoid phrases like “Do not…” this creates a negative psychological effect on students. (E.g. Instead of “No name calling” state it as “Treat Others with Respect”)


Rules about Rules

•Limit the number of rules (Experts suggest 5‐10, for easy recall).


Rules about Rules

•Document everything. Let students or class officers and you sign the rules as an contract. It is suggested that rules be posted in the classroom.

Example of

Classroom Rules

Implementing Your Own Classroom Management

Your first lesson on the first day of school is the classroom orientation about your classroom management and about the subject and its requirements.


Classroom Orientation: Teaching Your Rules, Routines and Procedures

Explain: state, explain, model

and demonstrate the rule or procedure.

Rehearse: rehearse and

practice the rule or procedure under your supervision.

Reinforce: reteach, practice, evaluate.


Sample Materials for Class Orientation Lesson Plan: Class Orientation PowerPoint for Class Orientation Course Outline of the Subject Document of Classroom Rules and Procedures

Last Thought :

“Being an effective Class Manager

is not a talent which some people just have

and others do not – it is a set of skills

and an attitude learned through

patience and practice”

mc seminar classroom management

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