Announcements Task 1: vision for your future (Coetzee pages 2 – 4) in teaching eportfolio in teaching beliefs.teaching eportfolio Task 2: GOOGLE calendar shared with SMS activated, include fortnightly report for eportfolio, milestones from your mindmap and Task 3: Fortnightly SMART objectives to update teacher’s eportfolio. – Include this in your fortnightly report on your eportfolio in the MOODLE assignment.

Announcements Pervin’s discussion forums – you can’t discuss if you leave it to the last minute.  Your participation is assessed and is part of your own webscape grade. Berna and Atilay – two discussion topics DURING the week. Leave early today for community service

The things we do… Classroom management tasks

Aims in classroom management AIM? – accomplish general educational goals and specific learning outcomes WHO IS INVOLVED? – learners, educators, administration, parents, and others…. – Unions? Government? Business? HOW? – working with and through individuals, groups and other resources

What do we manage?

Why manage? What is the relationship between classroom management and learning? teachers want to teach something learners want to be guided (controlled) to learn something

How manage effectively? well-planned and varied lessons minimal disruptions and disciplinary problems calm and efficient problem-solving differentiated instructions for learners with different needs established routines for specific behaviours an atmosphere of respect consistency. well-planned and varied lessons minimal disruptions and disciplinary problems calm and efficient problem-solving differentiated instructions for learners with different needs established routines for specific behaviours an atmosphere of respect consistency.

Teachers are leaders who… get the lesson started keep the lesson/activities moving make the learners feel safe create the best environment for learners to learn and teachers to teach get the lesson started keep the lesson/activities moving make the learners feel safe create the best environment for learners to learn and teachers to teach

Management as an aid to learning Teach something Provide learning experiences Get learners to be there (in body and spirit) Keep – students involved – track of what the students are doing – the students occupied Teach something Provide learning experiences Get learners to be there (in body and spirit) Keep – students involved – track of what the students are doing – the students occupied

A balancing act Teaching specific content Involving the students Keeping the students occupied

What makes us tick as class managers? You as a manager Personality Philosophy Teaching Style

Approaches to Management

The educator knows the way and the learners need guidance – Assertive Learners fully engaged in meaningful learning activities are less likely to be disruptive – Business-Academic Reward the good and punish the bad to modify learners’ behaviour to acceptable standards – Behavioural Modification:

Approaches to Management “All for one and one for all” means the group is self-regulating – Group Managerial Individual unacceptable behaviour is a sign of a malfunctioning group--solved by counselling the whole group – Group Guidance

Approaches to Management Individual misbehaviour is often a cry to be accepted as a person – Acceptance None of us want to fail, we all want to succeed and feel positive about ourselves – Success

Four basic principles in CM tasks: lnnniPag iOagsgnrni aeLepdihsr otCornl Planning Organising Leadership Control

Planning – three levels School Standards, sequences, framework Grade/Subject Guidelines for a year/subject Lesson the lesson plan or learning programme Aims, outcomes, activities, assessment

Organizing Why is this important? – To be able to effectively implement your plan What are some principles? – physical learning space conducive to task – classroom atmosphere is positive for learning – learners participate within set guidelines – discipline, routine and rules in the classroom – providing for diversity (ability, interest) – allow parents to be involved Why is this important? – To be able to effectively implement your plan What are some principles? – physical learning space conducive to task – classroom atmosphere is positive for learning – learners participate within set guidelines – discipline, routine and rules in the classroom – providing for diversity (ability, interest) – allow parents to be involved

Leadership Teacher responsible to enable others to do their tasks effectively – communicate, motivate, control What does this involve? – explain aims and outcomes of learning – give clear instructions – delegate responsibility – supervise activities and give feedback – use strategies that develop learner performance, – apply appropriate and effective discipline – resolve conflicts Teacher responsible to enable others to do their tasks effectively – communicate, motivate, control What does this involve? – explain aims and outcomes of learning – give clear instructions – delegate responsibility – supervise activities and give feedback – use strategies that develop learner performance, – apply appropriate and effective discipline – resolve conflicts

Control Everything a teacher does to ensure learners reach the intended learning outcomes Three stages: – pre-activity, e.g. instructions – during the activity, on-the-spot adjustments – post activity, e.g. conclusion, assessment not negative (limiting, punishments) positive – motivation, communication, democratic Everything a teacher does to ensure learners reach the intended learning outcomes Three stages: – pre-activity, e.g. instructions – during the activity, on-the-spot adjustments – post activity, e.g. conclusion, assessment not negative (limiting, punishments) positive – motivation, communication, democratic

Expectations What do these stakeholders expect of teachers as classroom managers? – School Administration – Parents and the community – Students – Ourselves Are these realistic expectations?

Homework Two topics for next week Discussion forums Reading in the MOODLE Preparation in ENGRADE (WIKI – discussion) for shadowing ALLTHINK – Reflective practice, ‘withitness’