Beruflich Dokumente
Kultur Dokumente
Management
Techniques
OBJECTIVES
At the end of the lesson , the
learners should be able to:
explain the significance of the classroom
management techniques;
determine the principles underlying the
classroom management techniques;
identify how classroom situations can be
improved through the classroom management
techniques; and
create their own checklist as an assessment tool
of their utilization of the classroom management
techniques in their future classroom.
TEACHING is an ART .Teaching is a pious
activity. It demands an egoless effort to
feel the pulse of the students , place and
situation ,fullfills demands of the nation at
a particular time with a visionary
perception to think atleast 20years
ahead.Educator can create a
phenomenon change in the field of
education. If an educator knows-----------
------------------------------------------------
-----------------
‘ When to Teach’
‘How to Teach’
‘What to Teach’
‘How much to Teach’
‘How to Observe Own Teaching’
What is Classroom Management?
is a process that a teacher acquires
over a period of time on the basis
of trial and error method. It varies
from person to person. It optimizes
learning process in terms of mental,
behavioral, psychological,
environmental of students inside
the classroom and have life long
impact on a child’s mind.
What is Classroom Management?
Classroom Management is
not to control student
behaviour, but to influence
and direct it in a
constructive manner to set
the stage for instruction
(McLeod, Fisher, & Hoover, 2003)
An effective teacher is able to allocate
and control the time for instruction and
the rate of students engagement in the
learning activities.
Collecting materials
Student participation
Obtaining help
Out-of-seat behavior
teacher reaction
tangible recognition
direct cost
group contingency
home contingency
Teacher Reaction
1. Avoid labels.
2. Learn to distinguish between a student’s
accomplishments and the value of the
student.
3. Do not view a student’s display of off-
task behavior as a reflection of
character flaws.
4. Be responsible for teaching each student
to be on task and to achieve learning
objectives.
5. Do not include judgment of student’s
characters among your responsibilities.
6. Do not hesitate in communicating your
feeling about specific behavior or
achievements of students. However, do
not allow those feelings to influence the
degree to which you respect, care for
and value students.
In order to consistently use a descriptive
language style, you must resist event
silent thoughts that characterize students
with labels such as, “smart”, “slow”, “good
reader”, “well behaved”, “problem child”,
“honest”, “intelligent”, “under achiever”,
and the paradoxical “overachiever”.
Instead of thinking of students according
to labels, you should focus on learning
tasks, circumstances, and situations.
Teaching Students to Listen to
You
There are at least seven ways how you could
teach your students to listen to you:
1. Use descriptive language.
2. Use words judiciously.
3. Think before talking.
4. Avoid useless words.
5. Speak only to intended listeners.
6. Be aware of your body languages.
7. Speak only to the attentive.
The Judicious Use of Words
By acknowledging students’
feelings with supportive replies,
you can avoid arguments and
dispense with excuses for not
being on-task.
Avoiding Unintended Messages
Unintended messages, unwittingly
communicated to students by teachers,
can cause many of the misunderstandings
about expectations that lead students to
become off-task. However, you can
reduce miscommunication when you send
unintended messages by :
modeling a business attitude;
avoiding disruptions in your own learning
activities;
avoiding destructive positive
reinforcers; and
avoiding destructive punishments.
Professional Confidence and
Students Rights
Violation of Trust
Trust between a teacher and a student is an
important ingredient in establishing a
classroom climate that is conducive to
cooperation, on-task behaviors, and
engagement in learning activities. Teachers
violate that trust when they gossip about
students or share information obtained through
their role as teachers with people who need
not privy to that information. Once students
acquire the idea that teachers gossip about
them, they are far less likely to feel
comfortable in trusting those teachers.
The following have a right &
need to know about students’
achievement levels and
behaviors:
• Students themselves
• Students parents/ guardians
• Professional personnel
guidance councilor
principal
subject area supervisor / curriculum
director
Summary:
If there is one skill that is neglected or not
being developed by teachers, it is the ability
to communicate with students effectively.
Communicating with students involves
several skills which must be learned by
heart by all teachers.
Descriptive language should be used by
teachers rather than judgmental language.
Fear of Failure:
Hostile
have poor anger control, low
capacity for empathy, and an inability to see
the consequences of their actions.
Oppositional
consistently resist following orders,
argue with adults, use harsh language, and
tend to annoy others.
Covert
often nearby when trouble starts and
never quite do what authority figures
ask of them.
Attention Problems
Hyperactive
Inattentive
Hyperactive:
Inattentive: