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Classroom Management Constructive assertiveness. What not to do.

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Presentation on theme: "Classroom Management Constructive assertiveness. What not to do."— Presentation transcript:

1 Classroom Management Constructive assertiveness. What not to do.
Physical Features Empathic Responding Listening skills Process skills

2 By communicating your concerns with the students clearly, they will understand what is expected from them. There are many reasons for a misbehavior in the classroom, but no excuses. Have the student that is misbehaving come up with the punishment. By giving them the responsibility to focus on what they did and how it effected the classroom, the student will show some understanding of the problem and correct their behavior because of it. Scenario: The student next to you has consistently been passing notes and talking to other students during you lesson. What do you say to them if they were your students? First: Get the issue to stop immediately! Try it in a hostile way. How does this make the student feel? Now: Using what you have learned about effective communication, communicate with the student about the issue. Using an positive tone, assert what you expect from the student and acknowledge what it is they are doing wrong.

3 When addressing an issue in class, a teacher should use one-on-one time with the student after class if the issue can not be quickly stopped without a big disruption. By arguing with a student or disciplining them in the class they can get embarrassed, thus increasing the negative tension between both the teacher and student. Inflexibility is when the student and teacher do not meet each others expectations and an outcome is only decided by the superior being. Getting the student point of view on a matter might help both the teacher and student because they both can reason a suitable punishment together.

4 Body Language Try the handout!

5 Episode A: Student: I’m not staying. You can’t make me. Teacher: You’ll have to stay after school. You have been tardy three times. Student: Oh man, I can’t stay. Teacher: That’s life. If you don’t serve your time now, it’s doubled. That’s the rule. Student: (angry) I’m leaving. Teacher: You better not. Student: Buzz off! (student leaves) DO NOT ATTEMP! Action was performed by a teacher that is horrible at effective communicating. Episode B: Student: I’m not staying. You can’t make me. Teacher: I agree. It’s up to you. Student: I can’t stay. Teacher: Staying after school is a problem for you. Student: I can’t be late to practice. Teacher: Oh, I see. The detention would make you late for practice. Student: Right, and if I’m late one more time, I’ll have to sit out the next game. Teacher: That’s a difficult situation. What are your options? Correct Way! Any volunteers to read? Need a teacher and student part.

6 Avoid Arguing Student needs to accept responsibility Student decides “punishment” Ask don’t tell Use open-ended questions to find reason for misbehavior

7 Raise your hand first to get a prize!
(Raising your hand will volunteer yourself to answer some questions)

8 Why does paying attention in class benefit not only the student, but the whole class?
Can you expand on that? What benefits can the class gain from paying attention? Do you think that more people are focusing in on our conversation because we are talking about paying attention? Students pay attention when they either are intrigued with what they are learning or if they think they will get into trouble if they don’t pay attention. Listening to students and encouraging them to continue discussing a matter using higher order thinking, will not only educate you about what the student knows and experiences but help them understand the matter more.

9 When listening to students teachers should always paraphrase what the student says because this shows a clear understanding by the teacher. Students will elaborate more on something that the teacher understands. If the teacher shows that they don’t understand, the students will not want to talk.

10 Credits expectations constructive assertiveness Body Language for Competent Teachers by Sean Neill an Chris Caswell, Taylor and Francis, 2004 Classroom Management Textbook Some knowledge by Kathy Kerr (Mt. Blue Health Teacher)

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