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Classroom Classroom ManagementManagement
Performance ObjectivesPerformance Objectives
Identify the primary methods of preventing Identify the primary methods of preventing disruptiondisruption
Describe 3 categories of student disruptionDescribe 3 categories of student disruption Describe 3 major effects disruption has on Describe 3 major effects disruption has on
the instructorthe instructor Identify 5 options for instructor responseIdentify 5 options for instructor response
At the end of this session, you will be able to...
How Can Trainers/Facilitators How Can Trainers/Facilitators Prevent Disruption?Prevent Disruption?
Prevention of Disruption: Application Prevention of Disruption: Application of Adult Learning Theoryof Adult Learning Theory
If we expect adults to act like adults, we If we expect adults to act like adults, we cannot treat them as childrencannot treat them as children
Even when adults act like children, we Even when adults act like children, we must respond to them as adultsmust respond to them as adults
Two possible causes of disruption:Two possible causes of disruption:Tone of the training programTone of the training programDemeanor of the instructorDemeanor of the instructor
Failure to practice adult learning Failure to practice adult learning theorytheory
Failure to listen activelyFailure to listen actively
Prevention Before the EventPrevention Before the Event
PreparationPreparationAll materials present and readyAll materials present and readyAll equipment set up and workingAll equipment set up and workingVisual aids relevant, readable and Visual aids relevant, readable and
supportive supportive Instructor thoroughly familiar with the Instructor thoroughly familiar with the
material and prepared to facilitatematerial and prepared to facilitate
More About Preparation More About Preparation Because Preparation is Very Because Preparation is Very
Important!!!Important!!!
Assure materials are pertinent Assure materials are pertinent and and neededneeded
Know your group.Know your group.
Pre-Event Prevention Pre-Event Prevention
Greeting participantsGreeting participantsGreet arriving participants Greet arriving participants
individuallyindividuallyNotice body language/toneNotice body language/tone
How to Make Participants How to Make Participants AngryAngry
Offend their valuesOffend their valuesCriticize widely held valuesCriticize widely held valuesUse slang, explicatives, etc.Use slang, explicatives, etc.
Reduce their freedomReduce their freedomGroup separately from friends Group separately from friends afterafter
already seatedalready seatedDon’t allow breaksDon’t allow breaks
No
Training
More Suggestions to Make ‘em More Suggestions to Make ‘em MadMad
Violate expectationsViolate expectationsStart late and keep them overtimeStart late and keep them overtimeAsk for their input and expectations, Ask for their input and expectations,
and then ignore themand then ignore themDon’t have coffee availableDon’t have coffee available
Tell them they are Tell them they are wrongwrongNothing will kill participation quickerNothing will kill participation quicker
Prevention in the ClassroomPrevention in the Classroom
Personalize the sessionPersonalize the sessionAsk for their input and act on itAsk for their input and act on itAppoint participant leadersAppoint participant leaders
Personalize your presencePersonalize your presenceSelf-shareSelf-shareProspect relationships and ally Prospect relationships and ally
relationshipsrelationships
Prevention in the Classroom Prevention in the Classroom cont.cont.
Purge angerPurge angerSympathetic Sympathetic
statementstatementHumorous statementHumorous statement
Prevention in the Classroom Prevention in the Classroom cont.cont.
Bridge buildingBridge building On breakOn break Table itTable it
RewardsRewards
Food Time Tokens of attendance
Categories of DisruptionCategories of Disruption
WithdrawalWithdrawalPassivePassiveAggressiveAggressive
DiversionDiversionAttackAttack
What effect would these have on the What effect would these have on the trainer?trainer?
Facilitator Needs/ Effects of Facilitator Needs/ Effects of DisruptionDisruption
EffectiveEffective In controlIn control LikedLiked
Withdrawal:Withdrawal: Diversion:Diversion: Attack: Attack:
Trainer Needs: to be... Disruption “self-talk”
Impact of Negative Self-Talk• Increased nervousness/self-consciousness
• Reduced self-confidence/concentration
• Decreased effectiveness
“I’m not effective”
“I’m not in control”
“They don’t like me”
• Depression
Physics Applied to Classroom Physics Applied to Classroom DynamicsDynamics
““For every action For every action there is an equal there is an equal and opposite and opposite reaction.”reaction.”
The more pressure I exert on disrupters, the more they resist
Options for Responding to Options for Responding to DisruptionDisruption
AvoidanceAvoidanceAcceptanceAcceptanceAdaptationAdaptationAdamancy (standing fast)Adamancy (standing fast)Counter-attack (pushing Counter-attack (pushing
back)back)
Risk
Low
High
Working with Challenging Working with Challenging Participants Participants
Exercise InstructionsExercise Instructions Participants:Participants:
Turn over the cards and read your roleTurn over the cards and read your roleDiscuss in your roles: If you were going Discuss in your roles: If you were going
to a desert island, what are the three to a desert island, what are the three items that your group would need to items that your group would need to take?take?
Observers:Observers: decide which participant is playing each decide which participant is playing each
role role
Working With Working With Challenging ParticipantsChallenging Participants
DominatorDominatorBlockerBlockerInformation Information
SeekerSeeker
GatekeeperGatekeeperEncouragerEncouragerInformation Information
Giver Giver SummarizerSummarizer
SummarySummary
Pre-class and during class preventionPre-class and during class prevention Categories of student disruptionCategories of student disruption Major effects disruption has on the instructorMajor effects disruption has on the instructor Options for instructor responseOptions for instructor response
We discussed...
Application Application
Volunteers who will give a very Volunteers who will give a very informal talk (hobbies, family, informal talk (hobbies, family, vacation, etc.).vacation, etc.).
One or two participants will be One or two participants will be assigned to discreetly disrupt the assigned to discreetly disrupt the class.class.
You will apply proper classroom You will apply proper classroom management techniques.management techniques.
HAVE FUN WHILE LEARNING!HAVE FUN WHILE LEARNING!
ApplicationApplication
It’s after lunch and no one in It’s after lunch and no one in the group is talking. What do the group is talking. What do
you do?you do?
ApplicationApplication
Someone’s pet topic came up Someone’s pet topic came up and the group has lost sight and the group has lost sight of the topic being discussed.of the topic being discussed.
ApplicationApplication
You check your equipment You check your equipment just before a session and just before a session and
discover the projector is not discover the projector is not working?working?
ApplicationApplication
You summarize a discussion You summarize a discussion and the group refuses to and the group refuses to accept your conclusion.accept your conclusion.
ApplicationApplication
A participant is in error in what A participant is in error in what he/she says, but other group he/she says, but other group
members--out of respect—refuse members--out of respect—refuse to correct or disagree.to correct or disagree.
ApplicationApplication
Participants start a side Participants start a side conversation.conversation.
ApplicationApplication
Two participants argue Two participants argue heatedly with one another.heatedly with one another.
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