Sie sind auf Seite 1von 20

CLASSROOM MANAGEMENT

TAKE A FEW MINUTES TO:

• Define what “Classroom management” means for you.


• Then share your ideas with a partner and identify
similarities and differences.
• What is the basis of such definition you provided?
CLASSROOM MANAGEMENT: DEFINITION
• Richard (1990), classroom management is defined as an
organisation and how a teacher controls the students’
behaviour so that the teaching and learning process
can happen effectively.

• Alberto& Troutman (1986), classroom management is a


skill which requires the teacher to manage the time,
space, resources and students´ behaviour in preparing a
conductive learning environment.
• Your classroom management is the way that you
manage students´ learning by organising and controlling
what happens in your classroom….
• Or the way that you consciously decide not to organize
and control.
• Or the way that you delegate or relinquish such control
to the learners.
• Your classroom management choices play a large part
in creating the individual working atmosphere or your
class—how it feels to be in a room with you as a teacher.
• Such choices reflect what you believe about teaching
and learning.
• Behind each selection of a technique is an intention—
the thing that you want to happen.
THE AIMS OF CLASSROOM MANAGEMENT:
• Encourage the desired behaviour from the students
• Create positive learning environment
• Form an interpersonal relationship between the teacher and
students
• Use the time allocated for learning to optimal
• Encourage the involvement of students in the teaching and
learning process
• Reduce the disciplinary problems
• Manage an effective routine
• Students will become more independent
CLASSROOM MANAGEMENT VS
METHODOLOGY
• The techniques of classroom management are
independent of whichever method is used since they
undelie all methods.
• The most effective teaching and learning is going to
happen when learners are actively involved, interested
and engaged in their work.
• All effective teaching requires an active momento-by-
momento processing of the current situation and a
flexible ever-changing reflection as to what might be the
best thing to do next.
• Good classroom management involves learning from
experience, but never allowing that experience to put
you into automatic pilot.
KEY ELEMENTS IN CLASSROOM MANAGEMENT

• The classroom
• The teacher
• The learner
THE CLASSROOM

• The teaching/learning space and how best to organise it


and exploit what it offers.
CLASSROOM LAYOUTS
SETTING UP THE ROOM FOR SPECIFIC ACTIVITIES
IMPROVING THE CLASSROOM ENVIRONMENT

• Teachers’ main job is to create the conditions within


which learning is most likely to happen.
• What kind of environment was it? It is a vital question to
ask yourself (without reflecting on it, your are likely to
uncritically reproduce learning environments that you
grew up in as a child, even if you hated them at a time)
THINK ABOUT THE FOLLOWING:
• Atmosphere (physical and psychological aspects?
• Learners’ view of me (authority, manager, colleague, etc.)
• My view of my role as a teacher (What do I understand by
a ‘teacher’?)
• Rapport (relationships among participants)
• Ownership of the room
• Democracy (who will decide things?)
• Respect
REFLECT:

• Is your classroom a place that you feel happy to walk


into?
• How do you think your students feel?
• What small changes could make the biggest
improvements?
WATCH THE VIDEO AND PAY ATTENTION TO:
– Classroom layout
– Teacher’s actions
– Atmosphere
– Learners’ view of the teacher
– Rapport
– Ownership of the room
– Democracy
– Respect

Das könnte Ihnen auch gefallen