Class room management iderak
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Transcript of Class room management iderak
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Objective
• To understand the importance of class room management in teaching learning process.
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groups of people
live and work
organization
solve or chaos.
SURVIVAL FOR FITTEST
WHY CLASS ROOM MANAGEMENT
BECAUSE
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Welcome to CLASS ROOM!
If you don’t plan, the student will plan for you!!
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WHAT matters ?
• You are not alone in class…• . . . It’s different for EVERY ONE!!• Anger shouldn't be part of the
curriculum….• Focus on what a teacher can Change?• Must make learning relevant to
students’’’’• It is more natural to be off-task –
ENGAGE…• Listens, RESPECT, listens, RESPECT, listens,
RESPECT…….• Design lessons for student mastery as
REMEBER• Who Am I Planning For?
• What Am I Supposed To Do?
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Class lesson - success
Mastery teaching25%
HighExpectations
10%S
Class room management
65%
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Key - TIME
Transition vs. Allocated
TimeIncrease the variety of learning activities
but decrease transition time
Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to
another
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Understanding Our Students
Dealing With Student Behavior in Today’s Classrooms
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CHANGING FAMILY STYLE IN PAKISTAN
• One in six youths (age 10-17) has seen or knows someone who has been shot.
• At least 160,000 students skip class each day because they fear physical harm.
• More than 150,000 school age children bring a gun to school each school day.
• 70% of those arrested in hate crimes are under age 19.
• In the last two decades, there has been a 200% growth in single parent households.
• The number of moms leaving home for work each morning has risen 65% in the past 20 years.
• Nearly 1 in 4 children in Pakistan are living below the poverty level.
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EFFECTIVE TEACHER
Teachers who are ready maximize student learning
and minimize student
misbehavior are called
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“Effective teachers MANAGE their classrooms.Ineffective teachers DISCIPLINE their classrooms.”
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PUNISHMENT VS.
DISCIPLINE
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Why Do We Punish?
– Because it works• Punishment is effective for
approximately 95% of our students– It’s quick
• Punishment produces a rapid (but often temporary) suppression of behavior
– It requires lower level thinking skills.
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My views• D: strives to replace an unwanted behavior with a desirable behavior• P: takes away a behavior by force, but replaces it with nothing
• D: Is firm and consistent, but peaceful• P: inflicts harm in the name of good
• D: Positive behavioral change is expected• P: The worst is expected, and the worst is often received
• D: Takes time and energy but consequences are logical and encourage restitution
• P: Is immediate and high-impact but is hardly ever logical
• D: Is not threatening, dangerous or abusive• P: Can be physically and emotionally dangerous
• D: is caring but takes time and planning• P: is often “off the cuff” and emotionally charged
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If you agree???• Discipline: Concerns how students BEHAVE• Procedures: Concerns how things are DONE
• Discipline: HAS penalties and rewards• Procedures: Have NO penalties or rewards
A procedure is simply a method or process for how things are
to be done in a classroom.
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Four Guiding Principles
of
Classroom Management
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Guiding Principle # 1
Remember that good teaching is one of our best behavior management tools
– Active engagement– Positive reinforcement
STUDENT ACHIEVEMENT
Good Teaching Behavior Management
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Guiding Principle # 2
Apply the three tiered prevention logic to the
classroom setting
Primary for allSecondary for some
Tertiary for a few
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:
Specialized GroupSystems for Students
with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
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Guiding Principle # 3
Link classroom to school-wide
–School-wide expectations–Classroom v. office managed
rule violations
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Nonclassr
oom
Setting Syste
ms
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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Guiding Principle # 4
Teach social skills like academic skills
– Tell/model/explain– Guided practice– Monitor & assess– Give positive feedback– Adjust & enhance
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The 4Rs in CLASS ROOM MANAGEMENT
Rights Responsibilities
Rules Choices
Routines
Positive consequences
Negative consequences
Inevitability
5TH R is RELATION SHIP
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Reinforce Positive Behavior/ Redirect
Inappropriate Behavior
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OUTSIDE
Effective classroom management begins
_________ the classroom
door.
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Elements of Classroom Management
InstructionCreating In-dependentLearners
Motiva-tion
Creating GoodWork Ethics
Discipline“Meaning Business”
Elementsof ClassroomManagement
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“There is absolutely no research correlation
between success and family background, race,
national origin, financial status, or even educational
accomplishments. There is but one correlation with
success, and that is ATTITUDE.”
Harry K. Wong
(2)
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References
• Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for success. Longmont, CO: Sopris West.
• Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.
• Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive approach to behavior management. (2nd ed.). White Plains, NY: Longman.
• Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
• Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
• Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have. Utah State University.
• Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1), 26-30.
• Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston, MA: Allyn & Bacon.
• Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983). Structuring your classroom for academic success. Champaign, IL: Research Press
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Thank youAny queries….
PLZ