Conclusion of Classroom Management

Conclusion of Classroom Management

Classroom management refers to the process of organizing and carrying out classes so that learning occurs smoothly and efficiently. Its major purpose is to focus classes on learning. The attainment of this purpose is depend on the establishment of a suitable classroom climate. For this reason you should strive to treat students fairly, reasonably, and pleasantly. It will help if you do not take yourself too seriously and try by your own action to exemplify the type of behavior you expect of students. Creating a diffusely structured class will facilitate the type of classroom climate you need. 

The organized classroom management requires careful planning. You must arrange a physical setting for learning, setup suitable routines, and establish a few carefully chosen rules. Managing the class is largely depend on getting off to a good start, and then keeping the class moving smoothly. To do this you need to develop skill in movement management and “withitness” . Perhaps most important is checking on both your own and students work and behavior. Specifically you should concentrate on becoming well prepared before the first day of school starts. Then on the first day you should conduct an interesting well organized class to set the tone for the course. After that you should take care to keep things rolling smoothly. Be sure students understand what is expected of them. And finally monitor, monitor,monitor,monitor!!!!

Classroom management (Continuation)

 Classroom Management (Continuation)

Behavior management tip 2

Countdown

A good technique for getting the attention of the whole class is to use a 'countdown' from 5 or 10 to allow students the time to finish their conversations (or work) and listen to the next instruction. Explain to the class that you are using countdown to give them fair warning that they need to listen and that it is far more polite than calling for immediate silence. Embellish your countdown with clear instructions so that students know what is expected and be prepared to modify it for different groups:

'Five, you should be finishing the sentence that you are writing

Three, excellent Marcus, a merit for being the first to give me your full attention

Two, quickly back to your places

One, all pens and pencils down now

Half, all looking this way

Zero, thank you.'

Some students may join in the countdown with you at first, some will not be quiet by the time you get to zero at first but persevere, use praise and rewards to reinforce its importance and it can become an extremely efficient tool for those times when you need everyone's attention. You may already have a technique for getting everyone's attention, e.g. hands up. The countdown technique is more effective as it is time related and does not rely on students seeing you.

Behavior management tip 3

Closed requests

Prefacing requests with 'Thank you' has a marked effect on how the request is received.

'Thank you for putting your bag on the hook' or 'Thank you for dropping your gum in the bin'.

The trust in the student that this statement implies, combined with the clarity of the expectation, often results in immediate action without protest. It is almost a closed request which leaves no 'hook' to hold onto and argue with.

A similar technique can be applied to requests for students to make deadlines or attend meetings that they would rather ignore, salesmen would call it an 'assumed close'.

'When you come to see me today get as close to 3.30 as you can so we can resolve this quickly and both get home in good time'. As opposed to, 'Meet me at my room at the end of school'.

'When you hand in your coursework next Monday, meet me by the staff room so that I can store it securely'. As opposed to, 'I want your coursework in on Monday'.

You are assuming and encouraging a positive response; making it awkward for the student to respond negatively.

Classroom Management.

Classroom Management

INTRODUCTION

Classroom management is one of the most controversial areas in education and the main source of stress among educators. The wide array of viewpoints about classroom management is evidenced by its many theories. What is sure is that no classroom management theory will work all the time with all students misbehavior. A theory will work only when an educator fully understands the intricacies of classroom management approaches.

There is no better way to tease out these important issues than to frame them in the form of controversial perspectives.   

BEHAVIOR MANAGEMENT AND CLASSROOM INSTRUCTION

Behavior management takes precious instructional time. Classroom management is the one of the major  sources of teachers stress too, especially when managing students with special needs. Do some teachers experience less stress because of their own positive attitudes and the unique ways that they manage their classroom? If so perhaps these skills can be shared. Some students just don’t seem to care. They are unmotivated. Lack of student’s motivation is a perennial problem, but how should it be handled? Can students be taught how to think like more successful student, or is poor motivated due to lack of support from the classroom community. Most teachers today have at least one disable student in their classroom. 

The following are the some of the tips that can be used in class rooms for Beahvioural management. (All tips Copyright Paul Dix)

Behavior management tip 1

Get in and get out quickly with your dignity intact

We know that to effectively deliver sanctions the message needs to be simple, clear and non-negotiable; in practice it is easy to get caught up in a lengthy argument or confrontation. Focus on moving in, delivering your sanction as discreetly as possible and then moving out quickly. Choose a phrase that you will withdraw on 'I need to see you working as well as you were in yesterday's written task, thank you for listening' or 'I will come back and give you feedback on your work in five minutes'.

Avoid waiting around for the student to change their behaviour immediately; they may need some time and space to make a better choice. Engage another student in a positive conversation or move across the room to answer a question and only check back once the dust has settled. No one likes receiving sanctions and the longer the interaction the more chance of a defensive reaction or escalation. Get in, deliver the message and get out with dignity; quickly, efficiently and without lingering.

Level of questions

Level of question

            Sanders (1966) stated that good questions recognize the wide possibilities of thought and are built around varying forms of thinking. Good questions are directed towards learning and evaluative thinking, rather than what has been learned in a narrow sense.

            Questions can be classified in several ways. A universally accepted classification of questioning in the cognitive domain was developed by Bloom  et al. (1956) : They are 

Knowledge:   Knowledge involves the recall of specifics and universals, the recall of methods and processes or the recall of the pattern. It’s the lowest level of hierarchy. 

Comprehension: This level refers a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implication.

Application: This level involves the use of abstractions in particular and concrete situations. The abstractions may be in the form of general ideas, rules of procedures, or generalized methods.

Synthesis: This level includes questions which focus on putting together of part to form a whole.

Evaluation: Question at this level are used to develop judgments about the value of material and methods for given purposes.  

Questioning procedure

A QUESTIONING PROCEUDRE

                Skillful use of questions which engage the learner comes with practice. However, there are a few strategies and techniques which may be used as general guidelines. 

                It is generally a poor method of questioning when the instructor ask questions and allows the entire group to answer in chorus. It may be a successful method of stimulating a dull class or encouraging shy students to participate. However, these good points are usually overshadowed by inherent disadvantages. This group method permits the learner’s attention to wonder. It decrease individual thought. Further, the group method of asking questions does not allow the instructor to monitor feedback from individual learners. 

                Mental participation of the learners can be achieved through a simple five part questioning procedure. The procedure affords wait time which stimulates thinking.

1. Ask questions: The question should be well in mind before asking and it should be clear and concise.
2. Pause: After asking question just bring a pause so that everyone will get time to think.
3. Call on one learner by name: Learners should be randomly selected to answer the questions.
4. Listen to the answer: When the learner response a question, that we have to listen it properly.
5. Emphasize the correct answer: It may be necessary to ask probing questions to have the respondents clarify the responses, to support a point of view, or to extend their thinking.