Classroom-Management-Str教学讲解课件

ClassroomManagementWhatisClassroomManagement?It’seffectivedisciplineIt’sbeingpreparedforclassIt’smotivatingyourstudentsIt’sprovidingasafe,comfortablelearningenvironmentIt’sbuildingyourstudents’selfesteemIt’sbeingcreativeandimaginativeindailylessonsAnd......It’sdifferentforEVERYONE!!WHY?TeachingStylesPersonality/AttitudesStudentpopulationNotallmanagementstrategiesareeffectiveforeveryteacherTrydifferentstrategiestoseeiftheyworkforyouWhyisClassroomManagementImportant?SatisfactionandenjoymentinteachingaredependentuponleadingstudentstocooperateClassroommanagementissuesareofhighestconcernforbeginningteachersPrinciplesforsuccessfulclassroommanagementDealwithdisruptivebehaviorsbutalsomanagetominimizeoff-task,non-disruptivebehaviorsTeachstudentstomanagetheirownbehaviorStudentslearntobeon-taskandengagedinthelearningactivitiesyouhaveplannedforthemItismorenaturaltobeoff-taskthanon

TechniquesforBetterClassroomControlFocusattentiononentireclassDon’ttalkoverstudentchatterSilencecanbeeffectiveUsesoftervoicesostudentsreallyhavetolistentowhatyou’resayingDirectyourinstructionsothatstudentsknowwhatisgoingtohappenTechniquesforBetterClassroomControlMonitorgroupsofstudentstocheckprogressMovearoundtheroomsostudentshavetopayattentionmorereadilyGivestudentsnon-verbalcuesEngageinlowprofileinterventionofdisruptionsMakesureclassroomiscomfortableandsafeTechniquesforBetterClassroomControlOverplanyourlessonstoensureyoufilltheperiodwithlearningactivitiesCometoclasspreparedShowconfidenceinyourteachingLearnstudentnamesasquicklyaspossibleTransitionvs.AllocatedTimeAllocatedtime:thetimeperiodsyouintendforyourstudentstobeengagedinlearningactivitiesTransitiontime:timeperiodsthatexistbetweentimesallocatedforlearningactivitiesExamplesGettingstudentsassembledandattentiveAssigningreadinganddirectingtobeginGettingstudents’attentionawayfromreadingandpreparingforclassdiscussionTransitionvs.AllocatedTimeTheGoal:Increasethevarietyoflearningactivitiesbutdecreasetransitiontime.Studentengagementandon-taskbehaviorsaredependentonhowsmoothlyandefficientlyteachersmovefromonelearningactivitytoanotherWittinessWittinessreferstoateacher’sawarenessofwhatisgoingonintheclassroomAteacherhas“wittiness”if:Whendisciplineproblemsoccur,theteacherconsistentlytakesactiontosuppressthemisbehaviorofexactlythosestudentswhoinstigatedtheproblemWhentwodisciplineproblemsariseconcurrently,theteacherdealswiththemostseriousfirstTheteacherdecisivelyhandlesinstancesofoff-taskbehaviorbeforethebehaviorseithergetoutofhandoraremodeledbyothersWittiness(continued)Whenhandlingmisbehavior–makesureallstudentslearnwhatisunacceptableaboutthatbehaviorGettingangryorstresseddoesnotreducefuturemisbehaviorDealwithmisbehaviorwithoutdisruptingthelearningactivityJones’studyofoff-taskbehaviors99%ofoff-taskbehaviorstakeoneofseveralformsTalkingoutofturnClowningDaydreamingMovingaboutwithoutpermissionAntisocial,dangerousbehaviorsmakeupafractionofthetimestudentsspendoff-taskProximityandBodyLanguageEyecontact,facialexpressions,gestures,physicalproximitytostudents,andthewayyoucarryyourselfwillcommunicatethatyouareincalmcontroloftheclassandmeantobetakenseriously.BefreetoroamAvoidturning backtoclassCooperationthroughcommunicationVerbalizedescriptionsofbehaviorsandnevervaluejudgmentsaboutindividualsVerbalizefeelingsbutremainincontrolDONOTUSESARCASMDonotplacelabels(goodorbad)DonotgetstudentshookedonpraisePraisetheworkandbehavior–notthestudentsthemselvesSpeakonlytopeoplewhentheyarereadytolistenClassroomRulesForConductFormalizedstatementsthatprovidestudentswithgeneralguidelinesforthetypesofbehaviorsthatarerequiredandthetypesthatareprohibitedAfewrulesareeasiertorememberthanmanyrulesEachruleinasmallsetofrulesismoreimportantthaneachruleinalargesetofrulesNecessaryclassroomrulesofconductMaximizeson-taskbehaviorsandminimizeoff-task(esp.disruptive)behaviorsSecuresthesafetyandcomfortofthelearningenvironmentPreventstheactivitiesoftheclassfromdisturbingotherclassesMaintainsacceptablestandardsofdecorumamongstudents,schoolpersonnel,andvisitorstotheschoolcampusEstablishinga“Businesslike”Atmosphere...Or,“Don’tSmileuntilChristmas”ABusinesslikeAtmosphereTakeadvantageofthefirstdaysofclassEstablishanenvironmentinwhichachievingspecifiedlearninggoalstakespriorityoverotherconcernsItismucheasiertoestablishthisenvironmentfromthebeginningratherthanlater5stepsTakeadvantageofthenewschoolyearortermtosetthestageforcooperationBeparticularlypreparedandorganizedMinimizetransitiontimeUtilizeacommunicationstylethatestablishingnon-threatening,comfortableenvironmentClearlyestablishexpectationsforconductBeginninganewyearTakeadvantageofinitialuncertaintyRideyour“fences”PLANforafavorablebeginningClassroom/laborganizationOngoingroutinesUselearningactivitieswitheasy-to-follow,uncomplicateddirectionsUseadisclosurestatementDisclosureStatementUsedtoclearlycommunicateexpectationstostudentsandparentsReferbacktotheguidelinesthroughoutthetermNotalegallybindingdocumentComponentsofDisclosureStatementBasicCourseOutlineGradingProceduresIncludeproceduresformakingupmissedwork,extracredit,homeworkexpected,etc.AttendancePolicies(shouldbeconsistentwithschoolpolicy)Otherclassrules,policies,proceduresSafetyconsiderationsasnecessaryAccommodationfordisabilitiesstatementSignatureofstudentandparent/guardianRoom/labarrangementMakesureallstudentscanseeandhearclearly(andyoucanseethemclearly)Arrangementisdeterminedbylearningactivity(lecture,classdiscussion,smallgroupwork,etc.)AllowroomandeasyaccessforproximitycontrolThinkthroughclassproceduresandlearningactivitiesandarrangetheroominthebestpossiblewayDealingwithmisbehaviorFunctionsofBehaviorEverybehaviorhasafunctionFourprimaryreasonsfordisruptivebehaviorintheclassroomPowerRevengeAttentionWanttobeleftalone(i.e.,disinterestorfeelingsofinadequacy)FunctionsofBehaviorManymisbehaviorsexhibitedbystudentsareresponsestoabehaviorexhibitedbytheteacherDonottolerateundesirablebehaviorsnomatterwhattheexcuseUnderstandingwhyapersonexhibitsabehaviorisnoreasontotolerateitUnderstandingthefunctionofabehaviorwillhelpinknowinghowtodealwiththatbehaviorDealingwithoff-taskbehaviorsRemainfocusedandcalm;organizethoughtsEitherresponddecisivelyorignoreitalltogetherDistinguishbetweenoff-taskbehaviorsandoff-taskbehaviorpatternsControlthetimeandplacefordealingwithoff-taskbehaviorProvidestudentswithdignifiedwaystoterminateoff-taskbehaviorsDealingwithoff-taskbehaviorsAvoidplayingdetectiveUtilizealternativelessonplansUtilizethehelpofcolleaguesUtilizethehelpofguardiansDONOTUSECORPORALPUNISHMENTAformofcontrivedpunishmentinwhichphysicalpainordiscomfortisintentionallyinflicteduponanindividualforthepurposeoftryingtogetthatindividualtobesorryheorshedisplayedaparticularbehaviorModifyingoff-taskbehaviorpatternsUsetheprincipleof“Extinction”Wheneverthepositivereinforcersforaperson’svoluntarybehaviorpatternareremovedorceasetoexist,thepersonwillbegintodiscontinuethatbehaviorSpecifytheexactbehaviorpatterntoextinguishIdentifypositivereinforcersforthebehaviorPlantoeliminatepositivereinforcementEstablisharealistictimescheduleImplementtheplanEvaluatetheeffectivenessbyobservingbehaviorModifyingoff-taskbehaviorpatternsUsetheprincipleof“Shaping”ReinforcebehaviorsthataresimilartothebehaviortobelearnedSubsequentactionsthataremorelikethebehaviortobelearnedthanpreviousactionsarereinforcedSubsequentactionsthatarelesslikethebehaviortobelearnedthanpreviousactionsarenotpositivelyreinforcedAttentionSeekingBehaviorAttention-seekingstudentspreferbeingpunished,admonished,orcriticizedtobeingignoredGiveattentiontothisstudentwhenheorsheison-taskandcooperating“Catchthembeinggood!”–andletthemknowyoucaughtthemPowerSeekingBehaviorPower-seekingstudentsattempttoprovoketeachersintoastruggleofwillsInmostcases,theteachershoulddirectattentiontoothermembersoftheclassBehavior:Rambling--wanderingaroundandoffthesubject.Usingfar-fetchedexamplesoranalogies.

POSSIBLERESPONSES:Refocusattentionbyrestatingrelevantpoint.DirectquestionstogroupthatisbackonthesubjectAskhowtopicrelatestocurrenttopicbeingdiscussed.Usevisualaids,begintowriteonboard,turnonoverheadprojector.Say:"Wouldyousummarizeyourmainpointplease?"or"Areyouasking...?"Behavior:ShynessorSilence--lackofparticipation

POSSIBLERESPONSES:ChangeteachingstrategiesfromgroupdiscussiontoindividualwrittenexercisesoravideotapeGivestrongpositivereinforcementforanycontribution.Involvebydirectlyaskinghim/heraquestion.Makeeyecontact.Appointtobesmallgroupleader.Behavior:Talkativeness--knowingeverything,manipulation,chronicwhining.

POSSIBLERESPONSES:Acknowledgecommentsmade.Givelimitedtimetoexpressviewpointorfeelings,andthenmoveon.Makeeyecontactwithanotherparticipantandmovetowardthatperson.Givethepersonindividualattentionduringbreaks.Say:"That'saninterestingpoint.Nowlet'sseewhatotherotherpeoplethink."Behavior:Sharpshooting--tryingtoshootyoudownortripyouup.

POSSIBLERESPONSES:Admitthatyoudonotknowtheanswerandredirectthequestionthegrouportheindividualwhoaskedit.Acknowledgethatthisisajointlearningexperience.Ignorethebehavior.Behavior:Heckling/Arguing--disagreeingwitheverythingyousay;makingpersonalattacks.

POSSIBLERESPONSES: Redirectquestiontogrouporsupportiveindividuals.Recognizeparticipant'sfeelingsandmoveone.Acknowledgepositivepoints.Say:"Iappreciateyourcomments,butI'dliketohearfromothers,"or"Itlookslikewedisagree."Behavior:Grandstanding--gettingcaughtupinone'sownagendaorthoughtstothedetrimentofotherlearners.

POSSIBLERESPONSES:Say:"Youareentitledtoyouropinion,belieforfeelings,butnowit'stimewemovedontothenextsubject,"or"Canyourestatethatasaquestion?"or"We'dliketohearmoreaboutthatifthereistimeafterthepresentation."Behavior:OvertHostility/Resistance--angry,belligerent,combativebehavior.

POSSIBLERESPONSES:Hostilitycanbeamaskforfear.Reframehostilityasfeartodepersonalizeit.Respondtofear,nothostility.Remaincalmandpolite.Keepyourtemperincheck.Don'tdisagree,butbuildonoraroundwhathasbeensaid.Moveclosertothehostileperson,maintaineyecontact.Alwaysallowhimorherawaytogracefullyretreatfromtheconfrontation.Behavior:OvertHostility/Resistance--angry,belligerent,combativebehavior(continued)POSSIBLERESPONSES:Say:"Youseemreallyangry.Doesanyoneelsefeelthisway?"Solicitpeerpressure.Donotacceptthepremiseorunderlyingassumption,ifitisfalseorprejudicial,e.g.,"Ifby"queer"youmeanhomosexual..."Allowindividualtosolvetheproblembeingaddressed.Heorshemaynotbeabletooffersolutionsandwillsometimesunderminehisorherownposition.Ignorebehavior.Talktohimorherprivatelyduringabreak.Asalastresort,privatelyasktheindividualtoleaveclassforthegoodofthegroup.Behavior:Griping--maybelegitimatecomplaining.

POSSIBLERESPONSES:Pointoutthatwecan'tchangepolicyhere.Validatehis/herpoint.Indicateyou'lldiscusstheproblemwiththeparticipantprivately.Indicatetimepressure.Behavior:SideConversations--mayberelatedtosubjectorpersonal.Distractsg