TOPIC 2: CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS

TOPIC 2: CLASSROOM MANAGEMENT: APPROACHES, THEORIES AND MODELS

DEFINITIONELEMENTS OF POSITIVE CLASSROOM CLIMATE & CHARACTERISTICS OF EFFECTIVE TEACHERSIntroduction to Kounins ModelKounin's model focuses on preventive discipline techniques and strategies designed to prevent the occurrence of discipline problems in the first placeGood classroom management depends on effective lesson management.Kounin's key ideas include the "withitness," "overlapping," group focus, and movement management10Kounins Principle Teachings Teacher need to be more attentive to all aspects of classroom.

Effective teacher keep students attentive and actively involved.

Teacher should be able to attend to two event/activities at the same time. Activities should be enjoyable and challenging. Teacher's awareness of what is going on in all parts of the classroom at all times or commonly refer as "having eyes in the back of the head." Exp: If students are off-task and fooling around, the teacher needs to send a clear message that communicates to the students that the teacher sees that they are not working and they need to get started.The effectiveness of withitness is increased when the teacher can correctly identify the student who is the instigator of the incident. WhithitnessTeacher who target the wrong student for a desist or a reprimand are perceived by the students are not knowing what is really going on.Teacher should intervene early and quickly in dealing with misbehavior. Failure to do so allows the misbehavior to spread. Kounin states that overlapping is the ability to attend to two issues at the same time. Exp: A teacher can deal effectively with an interruption while keeping an eye on the happenings across the gym. Kounin found that teachers who are skilled at overlapping were also more aware of what is going on in the classroom. Students are more likely to stay on-task if they know that the teacher is aware of what they are doing and can help them when needed.Overlapping Kounin's research revealed an important relationship between student behavior and movement within and between lessons. Movement ManagementNotes: Movement = pacing/momentum/transitions physical movement of teacher or students in the class Teachers' ability to move smoothly from one activity to the next, and to maintain momentum within an activity has a great deal to do with their effectiveness in controlling behavior in the classroom. In smooth transitions, student attention is turned easily from one activity to another, thus keeping student attention on the task at hand.

The ability to keep members of the class or group paying attention to the task is essential in maintaining an efficient classroom and reducing student misbehaviour.

Effective grouping maximizes active participation and keeps students engaged in learning.

There are two techniques that can be used by the teacher during conducting a lesson in the class.

Group FocusTechniqueFunction/AimWays to measureAdvantages AccountabilityPowerful force in keeping students on-task Record-keeping Public recognition Skill testing Written work.

When students know that they will be held accountable for their learning and behavior and teachers know how each student is progressing, student misbehavior decreases.

AlertingFocusing the attention of group Demonstration Using questions to check students understanding Varying the student who is called upon to give an answer

Students become more alert and give more attention during the lesson/activities conducted by teacher.ConclusionThe techniques advocated by Kounin for class control are all intended to create and maintain a classroom atmosphere conducive to learning. By keeping students busily and happily engaged, behaviour problems are reduced to a minimum.

Kounin does not believe that teachers' personality traits are particularly important in classroom control. What is important, he insists, is teacher's ability to manage groups and lessons.

THE JONES MODELAccording to Fredric Jones, classroom discipline is the business of enforcing classroom standards and building patterns of cooperation to maximize learning and minimize disruptions.In order to make Positive Discipline successful, these four components are needed: limit setting, good body language, incentive systems, and giving help efficiently.LIMIT SETTINGEstablishment of classroom boundaries for appropriate behaviour.Limits should include the formation of rule of behaviour, descriptions of appropriate work behaviour, procedures for getting supplies and materials, instruction on what to do when stuck on seatwork and what to do when finished with assigned seatwork.BODY LANGUAGESet of physical mannerisms that tend to get pupils back to work, the most effective of which are physical proximity to pupils, direct eye contact, body position, facial expressions and tone of voice.INCENTIVE SYSTEMSCan be used effectively to keep pupils on task and to get them to complete their work.Examples: giving time to read, use of educational games, etcGIVING HELP EFFICIENTLYRelated to time on taskTeacher should cut the time limit of helping individual pupils who are having difficulty with seatwork to reduce the tendency of pupils to work only when the teacher is standing near them.

SOCIO-CULTURALClassroom consists of different pupils of a different ethnic background and social settingTeacher should have these 5 expectations:A teacher should recognize his/her own ethnocentrism and biasesA teacher should know his/her pupils cultural backgroundsA teacher should understand the broader social, economic and political context A teacher should be able and willing to use culturally appropriate management strategiesA teacher should commit to building a caring classroomTHEORIES AND MODELS OF CLASSROOM MANAGEMENT1.1 BUILDING THE FOUNDATION (SKINNER, GLASSER AND GORDON)KEY IDEASGLASSERS MODEL OF CHOICE THEORYKEY IDEASACCORDING TO GLASSER..GORDONS MODELKEY IDEASAUTHORITYPROBLEM-OWNERSHIPBEHAVIOUR WINDOWI MESSAGESYOU MESSAGESCONFRONTATIVE I MESSAGESSHIFTING GEARSWIN-LOSE CONFLICT RESOLUTIONNO-LOSE CONFLICT RESOLUTIONDOOR OPENERSACTIVE LISTENINGVALUES COLLISIONSTHEORIES OF ASSERTIVE TACTICS : LEE & MARLENE CANTERSTHEORIES OF DEMOCRATIC TEACHINGEvery action of the pupils is grounded in the idea that he is seeking his place in the group.A well-adjusted pupil will conform to the requirement of the group by making valuable contributions.A pupil who misbehaves will defy the needs of the group situation in order to maintain social status.By doing so, the pupil believes that this is the only way he/she can function within the group dynamic successfully.his goal may occasionally vary or seek revenge at another (Dreikurs,1968)

THEORIES OF INSTRUCTIONAL MANAGEMENT: JACOB KOUNINImportant because without some idea on how to control the pupils in an ESL classroom there will be chaos.The most important aspect of teaching pupils is classroom management.

THEORIES OF CONGRUENT COMMUNICATION: HAIM GINOTTTHEORIES OF CONGRUENT COMMUNICATION: HAIM GINOTTCONGRUENT COMMUNICATION CAN BE ACHIEVED WHEN TEACHERS: