Presentation on theme: "What can we do in the Classroom?"— Presentation transcript:
1What can we do in the Classroom? Terry W. Neu, Ph. D.
2Using Humor Forms a bridge between the adult/student De-mystifies individualEnhances relationship buildingReduces tensionProvide effective modelingIs funDemonstrates caring
3Other considerations about humor It should be an integral facet of the classroomAvoid sarcasmSet boundaries on appropriate humorKnow your students and the culture
4William Glasser’s Choice Theory and five basic needs SurvivalLove and BelongingPowerFreedomFun
5SurvivalProvide opportunities for students to get food, water, fresh air, and having living things in the environment or open windows.Maintain behavior guidelines that support safety and respectDevelop consistent classroom procedures and routines that add to a sense of order and security
6Love and BelongingLearn each student’s name as soon as possible, and engage students in activities that help them learn one another’s name.Greet all students as they enter your doorRegularly engage students in team buildingTeach students how to work cooperativelyConduct classroom meetingsSmile
7Power Give students a voice in the classroom Consider student questions as direction for the curriculumTeach to variety of learning stylesDiscuss the relevance of the curriculumUse authentic assessments
8Freedom Choices in their seating Choices in the members of their groupsChoices in types of assignments, topics, and readingsAllow for performance tasks for assessment
9Fun Play academic games Use dramatic representations and simulations Engage student with HOTS or brain teasersUse adventure based TechnologyParticipate in competitions
10Some basic findings (Hoover and Kindsvatter, 1997) Good classroom management is achieved through sound judgment grounded in an informed belief systemMisbehavior happens in every classroomThe nature of learning may require noiseA teaching style devoid of a sense of humor and grounded in an adversarial posture is destined to failure
11Some basic findings (Hoover and Kindsvatter, 1997) Reasonable consequences serve the student, mindless punishment is in the ineffective in the long runTeachers should be as informed as possible about their students backgroundsAssignments should be purposefulThe teachers role is a combination of authority and leadership
12When faced with a problem here are some questions to ask yourself: What is the problem?Are you willing to try a different approach?Are you consistent in your response?Are you rewarding the desired behaviors?Are your expectations and demands appropriate for the students ability?
13When faced with a problem here are some questions to ask yourself: Are you tolerant enough of students individuality?Are you providing instruction that is useful?Are you inviting verbal comments and new ideas?What do you want your student to look like when they leave your class?
14When faced with a problem here are some questions to ask yourself: Can you articulate what your students are doing what they are doing in classroom?What behavior bother you and why?What are some possible solutions?How do you plan to solve the problem?
15Fifteen points to remember to be a successful classroom manager: Don’t take it personalityMaintain a sense of humorBe consistentMean what you sayKnow your studentsEstablish clearly stated procedures and routines
16Fifteen points to remember to be a successful classroom manager: Have high expectationsCommunicate expectationsEstablish four or five rulesStress the deed, not the doerEstablish a mission statement
17Fifteen points to remember to be a successful classroom manager: Have a plan that you can articulateHave the courage of your convictionsHave a clear set of personal idealsHave students establish personal goals