Presentation on theme: "Classroom management Elizabeth Karakehagias"— Presentation transcript:
1 Classroom management Elizabeth Karakehagias Educational Consultancy Group/04/2012
2 What is challenging behaviour? Constant calling outInterruptingDistracting othersDistracting the teacher
3 Code of conductDoes the school have a policy or a code of conduct that includes procedures?Whose responsibility is it to establish and monitor the code of conduct?Are there common classroom rules?
4 Guidelines for Defining Behavioural Expectations Identify Classroom rules and expectationsEstablish School Rules (Rights and Responsibilities?)Rules should be broad enough to cover all potential problem behavioursMake rules positivePost them in your classroom
5 Why 3-5 Rights and Responsibilities? Easier to learn and remember than a long list of specific behavioural expectationsPosting them creates a visual cue for students and staff to remind them of the rulesState rules positively – What TO DO!!!as opposed to what Not to do
6 Rights and Responsibilities in the Classroom (1) In this classroom, students and the teacher have the right to do as much work as possible.Therefore, their Personal responsibilities include:Students should bring all their equipment to classStudents should listen when others are speakingStudents should be on timeStudents should attempt all work
7 Rights and Responsibilities in the Classroom (2) Their Communal responsibilities include:Students should encourage others to bring all their equipment to classStudents should encourage others to listen when others are speakingStudents should encourage others to be on timeStudents should encourage others to attempt all work
8 Rights and Responsibilities in the Classroom (3) In this classroom, students and the teacher have the right to feel comfortable and safe.Therefore, their Personal responsibilities include:Students should pass all objects hand to handStudents should speak politelyStudents should keep their hands to themselves
9 Rights and Responsibilities in the Classroom (4) Their Communal responsibilities include:Students should encourage others to pass all objects hand to handStudents should encourage others to speak politelyStudents should encourage others to keep their hands to themselves
10 Be Proactive! & less reactive We need to explicitly teach expected anddesired behaviour, rather than take the risk, orexpect, that students “should know”, or they willfigure it out on their ownOur tendency when students don’t followbehavioural expectations is to punish studentsrather than teach students…Would we punish a student for not reading a word correctly?
11 Plan Ahead (before school year & each day) Set habits early… rather than waiting to change students’ habits laterBefore we can teach, reinforce, andenforce anything in our classrooms we must clearly define:1. fair behavioural expectations2. effective behavioural routines
12 Strategies to avoid disruption (1) Keep the lesson flowing:Know exactly what you are going to do and have all necessary resources readyAt the beginning of the lesson tell the students the activities they are going to doSet up an accepted and fully understood pattern for distribution of materials, roll-marking, going to the toilet
13 Keep the lesson flowing: (2) Let students know when an activity is about to be changed so they prepare to finish what they are doing and mentally get ready for the next activityAttend to the needs of the majority and have them engaged before dealing with individualsGive all instructions clearly and concisely
14 Some important don’ts.Don’t spend more time on any activity than necessaryDon’t interrupt a discussion or activity to jump from one thing to a different oneDon’t allow yourself to be sidetracked into answering irrelevant questions
15 Strategies to avoid disruption (2) Keeping students interested.Vary the volume, speed and tone of your voiceBe enthusiastic about what you are teachingVary the way you teach e.g. use a variety of procedures such as assignments, debates, excursions, group workMove around the roomEnsure that the lesson content is challenging but achievable and whenever possible relevant
16 Strategies to avoid disruption (3) Keeping students focused:When asking a question, take a number of answers before saying whether they are correctAfter asking a student to answer, allow a few seconds for them to answerCollect and correct all homework
17 Strategies to avoid disruption (4) Making students feel monitored.Try to position yourself so that by lifting your eyes you can see all or most of the classTry to make eye contact with as many students as possible during the lessonWhen talking to one student do not become oblivious to the rest of the class
18 General tips for behaviour management (1) Label the behaviour not the childChildren aren’t born with behaviour problems, they learn themAll behaviour has a purposeWhat you see is what you can changeNip behaviour problems in the budSchool needs to be seen as a good place
19 General tips for behaviour management (2) Students and teachers both have rights and responsibilities to ensure a good learning environmentConsider the curriculum – tasks may be too easy or too difficult or just not motivatingChanges in the seating arrangements or time for certain activitiesChildren need freedom to move within clearly-defined limits
20 General tips for behaviour management (3) Start on one aspect of behaviour firstAlways be consistent and clam in your approachCatch the child being good rather than focusing on the negativeStudents need to feel they belong. Devise classroom rules (Rights and Responsibilities)together
21 General tips for behaviour management (4) All students want to feel valued and respected and to be part of the group. A positive self-image is vital.It is important to communicate effectively with students. Make sure you listen to them.Students need to know the consequencesModelling and imitation are valuable techniques for students to acquire appropriate behaviour.
22 References“The developmental management approach to classroom behaviour.”Ramon Lewis