1. EDUS304 Classroom Management

2. Welcome!

3. Why classroom management? More effective if teachers teach so learner can learn. Sometimes schools seem to be set up to make learning difficult and unnatural: The problem is fundamental. Put twenty or more children of roughly the same age in a little room, confine them to desks, make them wait in lines, make them behave. It is as if a secret committee, now lost to history, had made a study of children and, having figured out what the greatest number were least disposed to do, declared that all of them should do it (Kidder, 1989, p. 115). More effective if teachers teach so learner can learn. Sometimes schools seem to be set up to make learning difficult and unnatural: The problem is fundamental. Put twenty or more children of roughly the same age in a little room, confine them to desks, make them wait in lines, make them behave. It is as if a secret committee, now lost to history, had made a study of children and, having figured out what the greatest number were least disposed to do, declared that all of them should do it (Kidder, 1989, p. 115).

4. Why classroom management? Effective teaching involves: – organizing the environment, – organizing knowledge, information, and activities – organizing people. Effective teaching involves: – organizing the environment, – organizing knowledge, information, and activities – organizing people.

5. By the end of the course, you will be able to: identify the key social and psychological factors that influence student behaviour. describe the basic characteristics and functions that define the traditional classroom context plan how to start a new school year design an appropriate physical environment for your class develop and implement rules and routines for effective classroom management identify the key social and psychological factors that influence student behaviour. describe the basic characteristics and functions that define the traditional classroom context plan how to start a new school year design an appropriate physical environment for your class develop and implement rules and routines for effective classroom management

6. By the end of the course, you will be able to: create a positive learning environment enhance motivation and communication gain student cooperation and manage group work make the most productive and effective use of time in class identify problem behaviors and some ways of dealing with them. create a positive learning environment enhance motivation and communication gain student cooperation and manage group work make the most productive and effective use of time in class identify problem behaviors and some ways of dealing with them.

7. By the end of the course, you will be able to: apply appropriate use of technology to make classroom management strategies more effective manage the effective use of information and computer technology in a classroom context exploit teacher-parent cooperation in maintaining effective teaching and learning apply appropriate use of technology to make classroom management strategies more effective manage the effective use of information and computer technology in a classroom context exploit teacher-parent cooperation in maintaining effective teaching and learning

8. Course assessment

9. I expect you all to be independent, innovative, critical thinkers whoI expect you all to be independent, innovative, critical thinkers who will do exactly as I say

10. Other contradictions? Crowded classrooms <> not allowed to interact Expected to work together <> may not like or know each other Urged to cooperate <> expected to compete and ‘win’ Be independent <> conform to rules Develop at own pace <> perform under time constraints Crowded classrooms <> not allowed to interact Expected to work together <> may not like or know each other Urged to cooperate <> expected to compete and ‘win’ Be independent <> conform to rules Develop at own pace <> perform under time constraints

11. Guiding assumptions (Weinstein) Successful classroom management promotes self- regulation Positive teacher-student relationship key to avoid problems of disorder Teacher behaviour influenced by their ideas about classroom management Need for order must not interfere with need for meaningful instruction Different classroom contexts, different expectations for behaviour Classroom management is a skill – needs reflection, hard work and time to master Successful classroom management promotes self- regulation Positive teacher-student relationship key to avoid problems of disorder Teacher behaviour influenced by their ideas about classroom management Need for order must not interfere with need for meaningful instruction Different classroom contexts, different expectations for behaviour Classroom management is a skill – needs reflection, hard work and time to master

12. What kind of teacher are you? The intent of this exercise is to inform you and arouse your curiosity regarding classroom management styles.

13. Your classroom management profile Answer these 12 questions and learn more about your classroom management profile. The steps are simple: Read each statement carefully. Write your response, from the scale below, on a sheet of paper in a table (see next slide). 1= Strongly Disagree | 2= Disagree | 3= Neutral 4= Agree | 5= Strongly Agree Respond to each statement based on your imagined classroom experience. Then, follow the scoring instructions at the end. It couldn't be easier!

14. QuestionResponse (1 – 5)ABCD 1 2 3 4 5 ….. 12

15. Question 1 If a student is disruptive during class, I assign him/her to detention, without further discussion.

16. Question 2 I don't want to impose any rules on my students.

17. Question 3 The classroom must be quiet in order for students to learn.

18. Question 4 I am concerned about both what my students learn and how they learn.

19. Question 5 If a student turns in a late homework assignment, it is not my problem.

20. Question 6 I don't want to reprimand a student because it might hurt his/her feelings.

21. Question 7 Class preparation isn't worth the effort.

22. Question 8 I always try to explain the reasons behind my rules and decisions.

23. Question 9 I will not accept excuses from a student who is tardy.

24. Question 10 The emotional well-being of my students is more important than classroom control.

25. Question 11 My students understand that they can interrupt my lecture if they have a relevant question.

26. Question 12 If a student requests a hall pass, I always honor the request.

27. Scoring To score your quiz A - authoritarian style. > 1, 3, and 9 = totalauthoritarian style. B authoritative style. > 4, 8 and 11 = totalauthoritative style. C laissez-faire style. > 6, 10, and 12 = totallaissez-faire style. D indifferent style. > 2, 5, and 7 = totalindifferent style.

28. Class profile

29. Results score for each style can range from 3 to 15. high score indicates strong preference for that particular style. After you determine your profile, read the descriptions of each management style. Do you may see a little bit of yourself in each one?

30. Descriptions of management styles authoritarian style. authoritarian style. authoritative style. authoritative style. laissez-faire style. laissez-faire style. indifferent style. indifferent style.

31. authoritarian style “I don't really care for this teacher. He is really strict and doesn't seem to want to give his students a fair chance. He seems unfair, although that's just his way of getting his point across.”

32. authoritarian style places firm limits and controls on the students assigned seats for the entire term-desks in straight rows students must be in seats at start of class and stay seated throughout rarely gives hall passes or recognizes excused absences. Often quiet-students know they should not interrupt prefers vigorous discipline and expects swift obedience-need to follow directions and not ask why.

33. authoritative style “I like this teacher. She is fair and understands that students can't be perfect. She is the kind of teacher you can talk to without being put down or feeling embarrassed.”

34. authoritative style places limits and controls on the students but simultaneously encourages independence explains the reasons behind the rules and decisions polite, but firm, reprimand for disruptive behaviour open to considerable verbal interaction, including critical debates students can interrupt if they have a relevant question or comment expresses genuine interest and affection classroom abounds with praise and encouragement - writes comments on homework and positive remarks encourages self-reliant and socially competent behavior fosters higher achievement motivation guide the students through a project, rather than lead them.

35. laissez-faire style “This is a pretty popular teacher. You don't have to be serious throughout the class. But sometimes things get out of control and we learn nothing at all.”

36. laissez-faire style not hurt the student's feelings-difficulty saying no or enforcing rules. believes students are disprutive if they don’t get enough attention. accepts student interruption because student must have something valuable to add discipline it is likely to be inconsistent more concerned with the students' emotional well-being than classroom control sometimes base classroom decisions on students feelings rather than academic concerns wants to be the students' friend - may even encourage contact outside the classroom no clear boundaries between his professional life and his personal life

37. indifferent style “This teacher can't control the class and we never learn anything in there. There is hardly ever homework and people rarely bring their books.”

38. indifferent style uses the same lesson plans every year each day is the same-lectures for the first twenty minutes of class Sometimes shows a film or a slideshow as a substitute for her lecture, not a supplement. If there is any time left she allows students to study quietly and to talk softly. As far as she is concerned, the students are responsible for their own education.

39. Is your style fixed? As you gain teaching experience, you may find that your preferred style(s) will change. – Over time, your profile may become more diverse or more focused. – Different styles for a particular situation or subject. successful teachers can evaluate a situation and apply the appropriate style. Do not pre-judge your teaching style. – This exercise is only to inform you and arouse your curiosity regarding classroom management styles.

40. Credits The classroom management styles are adaptations of the parenting styles discussed in Adolescence, by John T. Santrock. See http://www.drugstats.org/tt/v1i2/what.html http://www.drugstats.org/tt/v1i2/what.html

41. Know thyself.. “..educators can only manage their classrooms when they can manage themselves, as this is where all management starts.” “If you manage yourself and your classroom well, they [students] will also be inclined to manage their learning better.” (Coetzee, 2008)

42. Self-management the attempt of an educator to reach life and work objectives. – especially significant for educators – not just teach subjects, but also show learners how to lead meaningful lives. educators should therefore be well-balanced individuals. the attempt of an educator to reach life and work objectives. – especially significant for educators – not just teach subjects, but also show learners how to lead meaningful lives. educators should therefore be well-balanced individuals.

43. Work and life vision Formulate your vision by completing the following sentences: – I would like to be... – I would like to live a life that is... – In my relationships... – In my work I would like to... – I would like to be remembered as... – I would like to learn/achieve... (De Kock 2004: 121–122)

44. Start your ePortfolio Teacher ePortfolio at https://www.teacherportfolio.cambridgeesol. org/ https://www.teacherportfolio.cambridgeesol. org/ Formulate a draft for your life and work vision

45. Emotional Intelligence First webscape Brainstorm some questions… First student to present initial findings next week.