1. Classroom Management- Building Effective Relationships

2. Rationale Good classroom management is a key factor in teachers’ professional life. It helps to maintain congenial and positive learning environment in the class. It also helps to set standard procedures and rules to carry out in day-to-day teaching effectively and smoothly. This subsequently helps the students to learn skills which they need in the adult world.

3. Remember Classroom management makes you swim or sink!

4. Gardening and Knitting- An Analogy!

5. Gardening and Knitting Gardening Good teaching is like gardening. The most important part of the activity is preparation of the soil so that plants can grow. Knitting If you don’t get the very first row right, later in the pattern, you have to go back, rip out all the yarn, and start over again…

6. What is Classroom Management? “The actions taken by the teachers to create and maintain a learning environment conducive for successful instruction.” Evertson & Weinstein 2006

7. What Is Your Classroom Management Profile? Complete Profile--Activity 1.1 Go to http://www.quibblo.com/quiz/42j99n/Your- Classroom-Management-Profile http://www.quibblo.com/quiz/42j99n/Your- Classroom-Management-Profile Or http://ematusov.soe.udel.edu/EDUC390.demo/C lassroom%20management%20test.asp

8. Authoritarian Style The authoritarian teacher places firm limits and controls on the students. Students will often have assigned seats for the entire term. The desks are usually in straight rows and there are no deviations. Students must be in their seats at the beginning of class and they frequently remain there throughout the period. This teacher rarely gives hall passes or recognizes excused absences.

9. Authoritative Style The authoritative teacher places limits and controls on the students but simultaneously encourages independence. This teacher often explains the reasons behind the rules and decisions. If a student is disruptive, the teacher offers a polite, but firm, reprimand. This teacher sometimes metes out discipline, but only after careful consideration of the circumstances. The authoritative teacher is also open to considerable verbal interaction, including critical debates. The students know that they can interrupt the teacher if they have a relevant question or comment. This environment offers the students the opportunity to learn and practice communication skills.

10. Laissez-Faire Style The laissez-faire teacher places few demand or controls on the students. "Do your own thing" describes this classroom. This teacher accepts the student's impulses and actions and is less likely to monitor the behavior.

11. Indifferent Style The indifferent teacher is not very involved in the classroom. This teacher places few demands, if any, on the students and appears generally uninterested. The indifferent teacher just doesn't want to impose on the students. As such, he/she often feels that class preparation is not worth the effort. Things like field trips and special projects are out of the question. This teacher simply won't take the necessary preparation time. Sometimes, he/she will use the same materials, year after year.

12. Kids ! You Just Can’t Beat Them! “Survival of the fittest!” When there is no organization, strong start dominating the weak.

13. Be Proactive Your classroom management starts before the first day of the school!

14. Activity 1.2 Make a list of things to do before school starts. Room Environment Find out about Students Prep Getting Organized Procedures For Class

15. Components of Classroom Management Good classroom management has three basic and necessary components:  Rules and Procedure  Consequences  Relationships

16. Rules: Facilitate Best Learning Environment Classroom rules should be set cooperatively. Establish a few general rules of classroom conduct. Rules need to be established as a result of a meaningful classroom discussion. Minimum rules with maximum consistency is the BEST guideline. (Video) https://www.youtube.com/watch?v=qx_r2r31dg0

17. Procedures  Procedures are usually unwritten, but have been practiced enough so students know them. It helps students to know what to do when.  Procedures need to be clearly stated, modeled, and practiced until ALL the students know them and become automatic.

18. Consequences Abide by the rules Positive Consequences Do not abide by the rules Negative Consequences

19. Disciplinary Interventions The most effective deterrent of inappropriate behavior is good instruction! After that comes physical presence. A friendly reminder. A firm reminder – in private “Go to the office!!!!” should not be the first response unless the offense is totally reprehensible, dangerous, thoroughly disruptive and against a hard and fast school rule.

20. Relationships video https://www.youtube.com/watch?v=SFnMTHhKdkwwww.youtube.com/watch?v=SFnMTHhKdkw Teacher to Student Relationship Clear Purpose and Strong Guidance Effective Instruction High Level of Cooperat ion Attentive to Student Needs Modeling

21. Case Study-Activity 1.3  Pick a case from the basket  Read it and identify the reason of mismanagement   Discuss and suggest measures to improve the situation  http://www.azed.gov/wp- content/uploads/PDF/CMEP1LP2CaseSt udies.pdf http://www.azed.gov/wp- content/uploads/PDF/CMEP1LP2CaseSt udies.pdf

22. Action/Strategies for Good Classroom Management Use assertive body language Use appropriate tone of voice Persisting until the appropriate behavior occurs Establishing clear learning goals Providing flexible learning goals Talking informally with students before, during and after class about their interests Greeting students outside of school Be innovative while setting your class continued……

23. Tips Allow and encourage ALL students to be part of classroom discussions Provide appropriate “wait time.” Emphasize right parts of wrong answers Encourage collaboration Restate or rephrase the question Give hints or clues Provide the answer and ask for elaboration Use humor Develop a set of written expectations you can live with and enforce. continued…..

24.  Be consistent. Be consistent. Be consistent.  Be patient with yourself and with your students.  Make parents your allies. Call early and often. Use the word "concerned."  When communicating a concern, be specific and descriptive.  Don't talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working.  Break the class period into two or three different activities. Be sure each activity segues smoothly into the next.  Make eye contact by scanning the entire class while you speak.

25. What to do ………….??  Teacher, I’m Finished. Now What Do I Do? Quiet Choices  Control the noise element Class Volume Control Clapping in Pattern  Make all the students attentive all the time Wisdom Jar  Reduce tiredness Brain Break

26. Reflection How am I doing?How do I know?What am I going to do now?

27. “Never forget the power of one person to make a difference in the life of a child.”