Classroom Management Handouts

8/15/2019 Classroom Management Handouts

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“Classroom Management” EDU 305

Topic- 001: “Introduction to classroom management”

Classroom management is a very important part of the professional development of teachers. A

teachers’ duty is not only to teach the class but also to handle the management issues in

classroom for effective teaching and learning process.

In this lecture, the following topics of classroom management are discussed:

- Elements of classroom management

- Classroom management approaches and strategies

- odels of classroom management- !eacher’s role in classroom management

- Classroom management and the curriculum

- "iscipline- #ullying and social-emotional learning

Topic – 002: Definition of classroom management:

Classroom management embodies:

- Effective teaching of content $classroom management problems arises because a teacher

is sometimes not sure of what she is teaching%- &owerful teaching strategies $It is e'tremely important to use effective teaching strategies

so that less classroom management problems arise. (ometimes, the problems in

classroom arises because teacher do not )now the teaching strategies%

- An organi*ational structure to support productive learning $the sitting arrangement of

classroom, are students sitting in rows or groups+%

- Effective use of social-emotional domains of learning- !he most successful teachers approach management as a process of establishing and

maintaining effective learning environments

Topic – 003: Key elements of classroom management:

. c!ool "ide discipline t!roug! curriculum: classroom discipline is not possible

without school wide discipline, so it is very important to ma)e classroom management a

part of curriculum.

. #lassroom discipline: #oth the teacher and students must )now how to behave inclassroom environment. (chools discipline is such element which the teachers must teach

the students at the very start of their schooling. It is only possible through curriculum and

school wide discipline.

. #lassroom $ased rules: Classroom discipline is made through classroom rules. !here

are certain rules for both students and the teachers to follow in classroom. /e have ti had

some boundaries and we need to respect the rules in order to learn in the classroom.


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0. Identification of needs of students: It is very important for the teacher to identify the

needs of the students. anagement issues in classroom arise because sometimes teacher

do not )now the student needs. !eacher must )now students interests and their individual

needs. It is very important for the teacher to have age appropriate and need based rules in

classroom so that students can follow them easily.1. In%ol%ement of ma&or sta'e!olders: All sta)eholders who are involved in the education

of a student must be made aware of the phenomenon of classroom management. !he

ma2or sta)eholders are students themselves, teacher, parents, school administration,

principals, coordinators, classroom community.

3. Importance to social-emotional learning4. (!ysical seating in t!e classroom: Are students sitting in rows, groups or pairs+

5. )ole modeling $y teac!ers and caregi%ers: (tudents learn from the teachers so it is

important to have proper behaviors in the classroom so both the teachers and the students

have good reputation.

Topic – 00*: #urriculum and classroom management:

!here is a deep lin) between curriculum and classroom management. In order to have effective

management, this has to be integrated in the curriculum.

#urriculum:

#urriculum $asically is a plan of action for t!e entire sc!ool+ T!e curriculum consists of t!e

ongoing e,periences of c!ildren under t!e guidance of t!e sc!ool+ It represents a special

en%ironment for !elping c!ildren ac!ie%e self realiation t!roug! acti%e participation"it!in t!e sc!ool+

T!e lin' $et"een curriculum and classroom:

#lassroom management needs a sc!ool "ide commitment+ T!is commitment can only come

t!roug! an acti%e integration of classroom management principles "it!in t!e sc!ool

curricula+

It is very important to prefer classroom management when the classroom ob2ectives and goals

are planned. (o that both the teacher and students come to )now that classroom management is a

vital organ of the classroom proceedings. It has to be communicated through the lesson plans,teacher behavior, setting up appropriate rules in the classroom. (chool wide commitment

involves all the sta)eholders i.e. students themselves, teacher, parents, school administration,

principals, coordinators, classroom community etc who determines that without classroom

management, lesson planning and teaching is not possible.


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It is important to integrate classroom management with school curricula because without this the

effective classroom handling is not possible. All sta)eholders must reali*e the importance of

classroom management.

Topic – 00.: #lassroom management and t!e !idden curriculum:

6idden curriculum is that part of the curriculum that while not written will certainly be learnt by

the students. It is all the messages the school sends about:

- /hat is important- /hat behaviours are appropriate $what behaviour must be manifested in classroom and

which is strictly prohibited+ 7ot only in the classroom but also outside the classroom.

#ehaviours are very important that is why these are conveyed through the hidden

curriculum without being actively spo)en by the teachers.%

- /ho is valued through a variety of more 8uiet communications+ $6idden curriculum ismainly communicated through values and norms that a school already has. It is also

communicated through the behaviour patterns of teachers, principals, administrators and

other senior students%- Appropriate behaviour

- E'pected code of conduct

- Adherence to core values and norms should be actively demonstrated throughout school

without being preached and should be part of the school culture.

(o it is important for the school community to show appropriate behaviours so that students can

learn them and same behaviours must be portrayed in classroom so that less management problems arise.

Topic – 00/: ocial emotional learning and classroom management:

!here are four important dimensions for teaching that a teacher must consider:

. Content )nowledge. &edagogical )nowledge

. Classroom management

0. (ocial emotional management

(uccessful teaching and learning environment is not possible unless these four operate at the

same time.

!at is social-emotional learning

(ocial emotional learning deals with the domain of 9affective education’ and refers to:


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- (ocial networ)ing- Communal feelings

- (haring and caring connections students have in schools

ocial emotional learning ma'es students:

- ore pro-social $pro-social means that they are more helpful to others, listen others, ta)e

care of others etc.%

- Empathetic $Empathy means that you care and feel for others%

- Concerned towards others in classroom

A socially and emotionally aware student will be highly sensitive to the needs of others hence

less classroom management issues will arise.

Topic – 00: #lassroom control:

Classroom control is a very important element of classroom management. /ithout classroom

control, there can be no classroom management. !eachers are the biggest sources to maintain

class control.

Teac!ers need to $e:

- ut!oritati%e: students must feel the presence of the teacher. !eacher must be in full

control, which is what called being authoritative in the class.

- In command: A teacher must )now how to follow her lesson plan. 6ow students must

behave during lesson. 6ow the activities in classroom will be possible+ astery on the

content, pedagogy and management made the teacher in command.

- 4rganied: It is e'tremely important for the teacher to be organi*ed in the classroom.

tudents need to:

- ct responsi$ly: 6idden curriculum teaches the students how to behave in the

classroom. /hat rules he should follow without as)ing+ (o, responsibility comes from

following the hidden curriculum that is manifested through the behaviour patterns of the

different sta)eholders in the school.

- 5ollo" rules: (tudents need to follow rules which are mutually constructed by the

students and teachers. ;nce they are mutually constructed then they need to be followed.(o that an effective classroom control is possible.

- )espect teac!ers: (tudents need to respect their teachers that come from the hidden

curriculum. /ithout respecting the teacher in the classroom there can be no classroom

control.

- Ta'e care of peers

Topic – 006: 7o%ernance of rules:


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It is considered highly important element of classroom management. !eaching and learning is a

rule governed activity. (tudents and teachers must stic) to certain rules in order to have effective

teaching and learning in the classroom.

-


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- Appropriate policies in place- Adhere to policies and rules after the problem is identified

- &roblems communicated to )ey informants

- !imely action- Assurance that the problem is obliterated

Topic – 011: #ounselling ser%ices in sc!ools:

Counselling services is the )ey element of classroom management, but unfortunately there are

many schools where there are no counselling services. Counselling services are needed to

identify the behavioural problems.

Identification of $e!a%ioural pro$lems:

- roup seating in classroom- Individual seating in classroom

- &air seating

- (eating on a carpet etc.

!he most important things in physical seating and classroom management are:


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- ?ocation of school- &urpose built campus. A school must have purpose built building because many aspects

of school are affected by it. @or e'ample classroom si*e- Class seating plan. Class seating plan is greatly determined by the lesson plan that the

teacher has. (ometimes, the lesson plan advocates groups seating, sometimes pair seating

or individual seating- &lay grounds. If school has big play grounds, students have more space. (ometimes

teacher ta)es the whole class to the grounds to ta)e the lecture depending upon the

content of the lesson.

- Classroom ambience.

- Classroom furniture- Ade8uate lighting

- 7oise level

Topic – 013: )ole modelling of appropriate $e!a%iour:

/hen teachers have warm and secure relationships with students those students in return showmore positive behaviours towards others in classroom, hence less classroom management

problems

Teac!er


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- #o%ert =anagement pproac!es:Covert anagement Approaches are those approaches which have an implied e'istence.

!hey are not e'plicitly stated by teachers but are e'pected behaviours advocated through

a school wide adherence to core values and norms.

Topic – 01.: 4%ert =anagement pproac!es:

;vert anagement Approaches include the following:

- #lassroom policies:

!eacher is the control figure in the classroom and in order to have successful control it is

e'tremely important to have effective policies. An effective policy asserts a teacher’s

authority and ensures that all students are treated e8ually. Each student must )now the

teacher’s e'pectations.

9o" effecti%e policies can $e esta$lis!ed:

- (tate the policies clearly

- All students must )now the policies and the conse8uences

- &olicies must be morally binding on all

- &arents must be ta)en in loop

(olicy directions:

&olicy directions must be on the following:

- &olicies on school management

- &olicies on classroom management

- &olicies on behaviour management

- &olicies on socio-emotional management

Topic – 01/: Intimidation:

It is another approach of overt management approaches. It is a popular approach to maintain

classroom discipline.

Intimidation is an approach used by teachers to control student behaviour. !his is an overt

approach in which the teacher uses power to regulate student behaviour. ost of the practices

under intimidation are negative.

Topic – 01: Intimidation tec!ni;ues:

(ome of the intimation techni8ues used by teachers are:

1+ T!reats: A teacher threatens the student with negative conse8uences on the breach of

acceptable behaviour. It is a warning to students to act responsibly.


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2+ arcasm: It is a negative approach used by a teacher to demean a student. A student is

loo)ed down upon and despised through cynical and ironic remar)s for not maintaining

appropriate behaviour in classroom.

3+ )idicule: A students is moc)ed at by the teacher as a way to ma)e him=her embarrassed

at the onset of a negative behaviour.

*+ Disappro%al: isbehavior is overtly disapproved by the teacher verbally and through the

use of negative undertones.

.+ (syc!ological coercion: A teacher uses an oppressive strategy to control misbehavior.

!his may include emotional outburst by the teacher and giving mental distress to ma)e a

student comply with authority.

/+ (!ysical force: A teacher physically abuses a student for failure to comply with

appropriate behaviour patterns. Although corporal punishment is banned in schools, some

schools do resort to physical force as a way to address management issues.

Topic – 016: Instruction:

!he way teachers give instruction in the classroom is a very important aspect of teaching and

learning. Instruction based on students’ needs and interest can motivate them to focus on their

wor), greatly reducing the incidence of problem behaviour. A teacher needs to be much focused

and teacher must align the curriculum ob2ectives according to the needs and interest of the

students. In order to decrease problem behaviour in the classroom, it is e'tremely important for

the teacher to focus on the lesson

Instruction re;uires:

- A positive climate

- (election of relevant content- Competent use of appropriate teaching and learning strategies and s)ills

- se of reasonable routines and procedures

4%ert =anagement pproac!es:

Topic – 018: ut!oritarianism:

!here is a difference between authoritative teacher and an authoritarian teacher. ut!oritati%e

teac!er still maintains discipline but in a friendly manner unli)e an aut!oritarian teac!er> who

establishes things in classroom through a dictatorial approach.

ut!oritarianism sets and enforces rules in a dictatorial way, using obtrusive discipline as

necessary. 6e sets the limits in classroom through commands. It is the coercive use of power by

the teacher.

ut!oritarian teac!er see's to control student $e!a%iour $y:

- Issuing commands


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- >iving orders- "irectives supplemented by careful monitoring

Topic – 020: e!a%iour =odification:

#ehaviour modification attempts to promote desirable behaviour and eliminate undesirable

behaviour. It attempts to bring changes in student behaviour through the use of different

strategies

e!a%iours t!at need modification:

- @ear and an'iety of various aspects of school life

- >ross misbehavior in class- (ubstance abuse

- ?earning difficulties e.g. dysle'ia, autism, attention, deficit

- Criminal and delin8uent activity

Topic – 021: e!a%iour modification strategies:

1+ (raise: (tudents are praised for showing desirable behaviour.

2+ )e"ards: (tudents are rewarded for manifesting e'pected behaviours.

3+ =odelling: !eachers model behaviours which they want their students to manifest. *+ #ontingency contracting: !he students are given contracts by teachers if they

misbehave. !hese contracts may include class detention, no release for game time etc.

.+ )esponse costs:


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of the relationship surrounding each child improves. (tudents become productive, responsible,

contributing members of society. Elias, et al.$4%

Topic – 02*: ocio-@motional =anagement-2:

(ocio-emotional management approach towards classroom management has a lot to do with theteacher’s action in the classroom. /hat can teachers do to manifest e B p s)ills in classroom+

- &lease smile in the class

- a)e sure that you ta)e a cognitive-affective stance in your lesson plan.

- 7ever say, DIt is not my problem- #e authoritative but not authoritarian

- #e sensitive to students’ needs

- Capitali*e on students’ interest- Ensure active participation by all

- Encourage team building

- !a)e interest in students’ lives and pay sincere attention to them- #e emotionally supportive- Encourage healthy peer relationships

Topic – 02.: ?eeds of pro$lem students:

- !o are pro$lem students tudents "!o are:

- (hy or lac) confidence

- ?ac) self-esteem

- E'tremely tal)ative

- ;ver confident

- Aggressive or violent

- #ullies- Fictims of psychological trauma

- Identified with learning difficulties

Determining t!e needs:

7eeds of problem students can be determined through:

- (tudent profiles- #ehaviour portfolios

- Geen observation of potential problem students in class

- Interaction of potential problem students with peers- ?iaison with parents

- ?iaison with school counselors

(ro$lem cases need attention:


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&roblematic students need to be given attention through:

- A constant watch- (peciali*ed short and long term programmes

- roup processes use the class to support and promote appropriate individual behaviour and

learning.

7roup instruction:

@or any group interaction to ta)e place it is highly important for teachers to teach the processes

of group dynamics to students. ?ac) of training in how to interact in a group leads to confusion

and chaos.

@ffecti%e group interaction:

Effective group interaction is promoted by:

- !eacher’s alertness-


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- (chool culture- Curriculum

Covert approaches are the:

- Core values and norms that students and teachers are e'pected to adhere to

- !raditions that a particular school continues to withhold

- (ocietal e'planations that the school adheres to and e'pects its students to follow

Topic – 028: #o%ert management strategies:

Covert management approaches can be used in:

- (chool Assembly- !utorials

- ?esson &lans

- (port Activities

- E'tra Curricular Activities- #ehavioural interactions

- ;ut od school interaction

- Information to all (ta)eholders-


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Dimensions of classroom organiation

1+ eating

Are students seated in rows, pairs or groups+

2+ Teac!er position

Is the teacher standing at a position where she is visible to all+

3+ ulletin $oards

Are there enough bulletin boards in the classroom+

*+ Display of student "or'

Is student wor) displayed on bulletin boards+

.+ lac'$oards

Is the blac)board visible to all students+

/+ tudent corner

Is there a student corner where students can go to read, draw or do other wor)+

Topic – 032: @sta$lis! group norms and e,pectations

?orms


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Classroom

routinesand

pro!edures

Classroutines

$essonpro!edure

s

#tudent% ea!"erintera!tion proto!ol

#tudent%student

intera!tion proto!ol


7orms are unwritten rules stating what students should and should not do. !hey regulate and

control behavior.

(racticing ?orms

7orms and E'pectations are established in the early years of schooling and are modeled byteachers as a means of careful reinforcement.

@,pectations

E'pectations are the norms applied to a specific situation.

Topic – 033: )outines and (rocedures


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& s s e m b l e y r o u t i n e #!"ool "irerar!"y andintera!tion routine

#!"ool !alendar ' r o ! e d u r e s t o " a n d l e s ! " o o l b a s e d d i s r u p t i o n s

#!"oolroutines andpro!edures

(ormal assessment

)nformal &ssessment

'ro*e!t +ork


Topic – 03*: =onitor earning

)ole of Teac!er in =onitoring earning

Teac!ers s!ould:


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be proactive in giving feedbac).

continuously monitor student learning.

have a well defined mechanism to record student progress.

)eep assessment portfolios to monitor student learning.

@ffecti%e =anagement

Topic – 03.: trategies to =aintain 7ood e!a%ior

?ay down rules at the start of the school year.

a)e classroom rules with the students.

Issue contracts on nonHcompliance.


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• Conse8uence of brea)ing group rules.

• Conse8uence of shouting in class.

• Conse8uence of throwing ob2ects.

• Conse8uence of littering in class.

• Conse8uence of bullying in class.

• Conse8uence of ridiculing others.

Topic – 036: elf-#ontrol

A very important part of preventive management is teaching student self- control and social s)ill

strategies.

(tudents need to be educated to ta)e control of their emotions and safeguard the security of

others around them.

ays to Teac! elf-#ontrol

Embed self-control strategies in the school curriculum through:

>roup and pair wor) activities

!as) based activities

&ro2ect wor)

(ports


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(chool culture is a set of unstated e'pectations and assumptions that direct the activities of

school personnel and students.

It becomes the guide for behavior that is shared among members of the school at large.

Culture is the stream of norms, values, beliefs, traditions and rituals built up over time.

!hey must be upheld and communicated to the students as a way to prevent behavioral issues in

schools.

Topic – 0*1: Interesting instruction

!eachers who provide interesting instruction promote learning by:

otivating student participation by means of a variety of teaching strategies and s)ills.

"iagnosing learner needs.

&lanning lessons to meet those needs.


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(D and its importance

(chool and Classroom management should be formidable parts of every professional

development programs. !heir importance needs to be highlighted so that teachers go better

prepared in classrooms.

Topic – 0**: =odels of #lassroom =anagement

Introduction

Disrupti%e e!a%iors

"ifficulty managing behavior in the classroom can be a source of frustration for teachers and can

severely hamper the teaching learning process.

personal (!ilosop!y of =anagement

A cohesive and thoughtfully constructed personal philosophy of classroom management can

provide the foundation from which teachers ma)e classroom management decisions and respond

to instances of student misbehavior.

=odels of #lassroom =anagement

Assertive discipline

?ogical conse8uences

!eacher effectiveness training

Topic – 0*.: sserti%e discipline

T!is model "as de%eloped $y ee #anter in t!e 180s+

!he premise of assertive discipline is that teachers should establish a systematic discipline plan

prior to the start of the school year and than communicate e'pectations and conse8uences to the

students immediately.

!his approach is often characteri*ed as focusing on rewards and punishment.

Topic – 0*/: #onsistent> firm and fair rules


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o Classroom

o ?aboratories

o &laygrounds

o /al)ways

o Auditorium

o Art roomo Computer room

Topic – 0*: (ositi%e #onse;uences for d!ering to t!e )ules

(ositi%e )einforcement

A teacher must praise the students when the rules are )ept.

&ositive reinforcements is a bid deterrent to misbehavior in school students.

/hen students are praised, their self-esteem increases and the instances of problem behaviordecreases automatically.

)e"ard =ec!anism

Ferbal

/ell done

7on-verbal

7ods, smiles, facial and body gestures

!o)ens

(tars

Topic – 0*6: ?egati%e #onse;uences for not ad!ering to t!e )ules

?egati%e #onse;uences

7egative conse8uences are the penalties that students face when they bypass or disobey rules.

It should be very clear to the students that non-compliance to rules will ma)e them liable to

negative conse8uences.

Types of ?egati%e #onse;uences


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• issing recess

• "etention after school

•


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Alferd Adler, a philosopher and psychiatrist, stressed the need to understand individuals within

their social conte't.

6e stressed to address such crucial and contemporary issues as e8uality, parent education, the

influence of birth order and life style of individuals. Adler believed that we all have one basic

desire and goal: to belong and to feel significant.

/hen we feel encouraged we feel capable and appreciated and will generally act in a connected

and cooperative way.

/hen we are discouraged, we may act in unhealthy ways by competing, withdrawing or giving

up.

Fnmet needs

(tudents generally misbehave when their basic needs are not loo)ed after either by the

caregivers, teachers or peers.

Topic – 0.2: ttending to mis$e!a%ior

=is$e!a%ior

Even when a teacher strives to establish a classroom where all students feel recogni*ed andaccepted, it is li)ely that some misbehavior will occur.

pplication of logical conse;uences

It is for this misbehavior that a logical conse8uence is applied. !hese are conse8uences that have

a clear and logical connection to the misbehavior and have been discussed and agreed upon with

the student before applied.

@,ample

A student who disrupts others during class will be isolated from the group unless he=she agrees to

re2oin the group without disruption.

?ogical conse8uence re8uires active planning and conscious application.

Topic – 0.3: Teac!er


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!he model promotes ways that the teacher can empower the students to self-regulate their

behavior through modeling and problem solving.

!his approach has a higher possibility of success than simply delivering conse8uences because it

represents an attempt to help the student change his or her behavior.

Topic – 0./: #lassroom management trategies An o%er%ie"B

any discipline problems occur because of poor practices of classroom management, often

during transitions between activities or changes in space.

#lassroom management

• Classroom management is the arrangement of:

• (tudents $grouping%

• aterials $pencils, papers%

• @urniture and the movements of these over time

Teac!er


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A teacher who can instruct a group of students while responding to student concerns from

outside of the group can )eep an entire classroom wor)ing smoothly.

(racticing o%erlapping

a)e eye contact with, move closer to, or stand beside a misbehaving student to deter off tas) behavior while continuing to direct other activities.

"irect a 8uestion to a student who has not been paying attention to regain his=her attention.

roup focus )eeps the teacher aware of all the students and )eeps each student actively involved,

alert and accountable for his=her performance.

(racticing group focus:

- &ace your lessons 8uic)ly enough to maintain your students’ interest, but not so 8uic)ly

as to confuse them.

- @rame 8uestions at a variety of levels, hem widely to )eep students alert.- Accept responses from those students whom you point out, unsolicited responses lead to

classroom management problem.

2+ Topic – 0/1: moot!ness:

(moothness is shown by the teacher continuing with his=her lesson without digression.


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@,amples:

- "o not get distracted by an unplanned event

- "o not interrupt students from wor)ing

- "o not leave a learning activity mid-stream

- !ime yourself well- "o not show confusion

- (tay with the logical organi*ation of the lesson

3+ Topic – 0/2: 7roup lerting:

!hese are behaviours used to )eep students in suspense or 9on their toes’. !eachers who )eep

students alerted are more successful in inducing wor) involvement and preventing deviations.

@,amples:

- Call on students at random

- Induce suspense between 8uestions, D!his is a tough one coming- 6ave the entire class respond in unison

- &hysically move around and see what students are doing

- /hile as)ing one student to respond, loo) at other students

*+ Topic – 0/3: uild self-esteem:

(elf-esteem means that we appreciate ourselves and our inherent worth. ore specifically, it

means we have a positive attitude, we evaluate ourselves highly, we are convinced of our own

abilities and we see ourselves as competent and powerful in control of our own lives and able to

do what we want.

Teac!er


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(tudent tal) can be managed through:

-


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- @or what type of tal) is allowed- ;f how students get help

- /hat type of out-of-seat behaviour is permitted

- 6ow to gain access to materials- ;f what to do when seat wor) is finished early

(rocedures for la$oratory and (ro&ect or':

ood communication s)ills and being a good listener , as well

as a good spea)er , can help in preventing problems in the classroom. /hen students feel that

they are welcomed into a nonthreatening environment where learning is encouraged, they usually

come ready, willing, and able to learn.

)eprimand:

If you must reprimand students, use a normal tone of voice, loo) at the student, do not use

gestures such as pointing your finger, and do not insist on the last word.

Gorr and 7elson $as cited in &edota, JJ4%

2+ (arental in%ol%ement: A%ideo 0/B

Geep parents informed. &arent involvement will support your role as a teacher. &arents can

enforce the right behaviours at home. @or e'ample, through the use of behaviour chart. !he

students who are problematic or those creating continuous disturbance in classroom can betac)led by observing their behaviours on a chart. A behaviour chart is given below:


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afe en%ironment:

- Ensuring that all students learn in safe environment is the prime ob2ective of a teacher.

- Classrooms should be safe *ones for all students. ;nly then proper teaching and learning

can ta)e place.

De%elop procedures for a safe classroom:

#efore you can begin to teach, you devote time to preparing your classroom and developing

procedures that will help you ma'imi*e instruction in a positive climate.

#lassrooms: Institutional "are!ouses: ACideo-01B

(oint to ponder:

- /e seat a student for 3 hours in an overheated room, among J-J other eager, restless,

or bored students, and insist that they all stay seated and )eep 8uiet for long periods of

time during the day.

- Are these ade8uate situations for learning+

- Is learning possible under such circumstances+

- Can appropriate behaviour be displayed in such situations+

- Can students and teachers cooperate in such conditions+

#aring a$out p!ysical dimension: ACideo-02B

A teacher, who uses his students’ wor)s to decorate a classroom, or a teacher who ma)es a

classroom a safe place or a teacher whose imaginative set up of classroom furniture frees

students from being anchored in a seat for hours is a teacher who ta)es care of the physical

dimension of a classroom.


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!ole sc!ool approac!:

!here should be:

- &urpose built buildings

- #id rooms with ade8uate facilities

- #ig playgrounds- Ade8uately e8uipped laboratories, art rooms, libraries, washrooms and infirmary

- #ig staffrooms with wor) stations for teachers

- Ade8uately furnished rooms for administrative staff

(!ysical Dimension of a #lassroom

5actors t!at set up safe and producti%e classroom: ACideo-03B

1+ (!ysical space:

!he room should be arranged to ensure that:

- All students can see well- !here are no obstructions

- !he lighting is ade8uate


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- If and when students move around, they do not interfere with other students- !he room is neither too big nor too small

- 7o noise in the surroundings to distract students

2+ Teac!er


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- It is helpful to establish listening stations with headsets if something loud needs to be

listened.

- !he right of others to wor) in 8uiet conditions needs to be protected.

.+ eating (lans: ACideo-0.B

&ermanent seating arrangements will help teachers to:

- ?earn students names 8uic)ly

- !a)e attendance- And perform any other administrative tas) while students are involved in some

instructional activity.

/+ =odification in seating plan:

(eating arrangements can be modified to support different types of instruction, such as whole

group instruction, small group instruction, or students wor)ing individually.

+ Independent space: ACideo-0/B

Each student must have a place to wor) and a place to store his=her things. !here must be

sufficient space between the rows of seats so that one student cannot disturb the other. In group

wor) there must be separate space for materials.

@or e'ample see the image below:

(ro$lems:

Classroom management problems arise when students:

- &ush each other because of lac) of space

- !rample over each other’s bags- @ight over stationary


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It is important for a teacher to consider these issues otherwise she will face management

problems in the classroom.

6+ ppropriate lig!ting in t!e classroom: ACideo-0B

#oth well-lit and dimly-lit areas need to be created in the classroom by using boo)cases, screens, plants, and other furniture.

8+ (lacement of students:

Allow students to sit where they feel most comfortable, or place restless children in low-light

areas and listless children in brighter areas.

ig!ting and learning:

(ome children learn best in bright light while others do significantly better in low light. #right

light sometimes ma)e some students restless and hyperactive.

10+ ppropriate room temperature: ACideo-06B

(tudents need to be made aware of their own temperature preferences and encouraged to dress

accordingly.

Temperature preferences:

!emperature preferences can vary dramatically. ost children cant concentrate when they are

either too cold or too warm.

Temperature #onditions:

!he classrooms should be ready to handle e'treme weather conditions. !here should be enough

fans in the rooms in summers. !he rooms should be well ventilated. (imilarly, in cold conditions

electric or gas heaters should be provided in classrooms. !he classrooms should be protected

from chilly winds from outside.

11+ tudent ?um$er:

!he number of students in each classroom also be sub2ect to the weather conditions in cities. @ore'ample, large classes should be avoided if the weather conditions are e'tremely hot for most

parts of the year.

(!ysical Dimensions of a #lassroom

1+ 5urniture arrangements: ACideo-08B


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- Establish informal furniture arrangements where students can sit on soft chairs or pillows,

or on the carpet.

)esearc! on posture:

- (tudents learn best when sitting up straight in hard chairs is a myth.- About 41L of the total body weight is supported on only four s8uare inches of bone

when humans sit up straight in a hard chair. !he results in stress on the buttoc) tissues,

causes fatigue, discomfort, and the need for fre8uent changes in posture.

-


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.+ =aintenance of facilities-1 ACideo-063B

!here are many dimensions in the maintenance of facilities of a school:

AiB (re%enti%e maintenance:

&reventive maintenance is carried out to avoid brea)down and ensure optimal performance of the

facility.

AiiB )outine maintenance:


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- /ays in which students get motivated

2+ Topic – 06/: Dimensions of Cariation of cti%ities-1:

AiB Time on t!e tas':

!he length of time on a specific tas) should depend on the:

- Curriculum area- Age of students

- (tudents’ need for fre8uent change in activity

AiiB #omple,ity of tas':

- (tudents should be given a range of tas)s which vary in their level of comple'ity and in

the demands they ma)e

- It is important to ensure that students are developmentally ready to underta)e various

tas)s

3+ Topic – 06: Dimension of Cariation of cti%ities-2AiB (resentation and 5ormat:

- ;ver-fre8uent use of similar format for presenting tas)s may bore the students. @or

e'ample, use of wor)sheets everyday is a tedious e'ercise for students.

- Fariety in the way wor) is presented is, therefore essential when students are to ta)e a

continuous bloc) of individual written activities.

!at are students to doH

#oredom sets in because of:

- "oing a tas) for a prolonged period-


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.+ Topic – 068: (attern of cti%ities:

(lanning cti%ities:

- !he way in which curriculum content is planned across the year and term provides the

framewor) from which wee)ly and daily patterns ta)e shape.- Effective planning involves both selecting those activities which enable students to

achieve ob2ectives for a session and ensuring that these activities can be completed in the

time available.

- any lesson plans fail because of problems with timings.

- D!he pattern of the learning activities must fit both the educational aims and the stretch of

the time available. arland $as cited in #ull B (olity, 54%

/+ Topic – 080: e;uence of cti%ities-1:

AiB e;uence (romotes earning:

!he se8uence of activities should promote the students’ achievement of a particular teachingob2ective. @or e'ample, preliminary activities may be an orientation e'ercise of what is to follow.

AiiB e;uence @nsures In%ol%ement:

!he lesson should give every student a chance to be actively involved. @or e'ample, discussion

activities must be arranged so everyone can participate.

Topic – 081: cti%ities for managing learning and discipline

!he most important part for managing learning and discipline is to 'eep students $usy+

5ree time

/hen students have noting to do, they fill in the time with their own preferred activities and not

necessarily the one desired by the teacher. /hile ma)ing a lesson plan there must be proper

utili*ation of the free time. /hen we transit from one activity to the other free time happens

naturally. !eacher must be alert at that time and teacher must ta)e care of the fact that students do

not involve in any meaningless activity. &referably the lesson duration must be of J to 0J

minutes and there must be filler activities as well in our lesson plan. If the teacher do not plan

these activities than the student off trac) in the longer gaps and he or she loses touch with the

lesson too. !eacher ma)es sure that he=she has a handful of activities for the free time. In a lesson

plan there must be provision for change.

Topic – 082: cti%ities to 'eep students $usy


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tarter acti%ities

!hese activities can be planned at the start of the lesson to motivate the students towards

the lesson.

5iller acti%ities

@iller activities must be related with the content.

4ptional acti%ities

@or e'ample if teacher gives the activity of paragraph writing to the students. (he can

give optional activity connected to paragraph writing to the students. It can be in the form

of creative writing. !he optional activities e'tent the those activities which students have

already doing.

ess e,citing-e,citing acti%ities!hese can be used when a teacher feels that students have become bored doing some tas).

!his type of activities can enhance the motivational level of students.

!hrough these activities students will not show any management issues or disturbance in the

class.

Topic – 083: #lassroom population and management of learning

Teac!er student ratio

In the classroom enough des)s, chairs, loc)ers, instructional aids as well as IC! materials

etc. must be provided to match with the population ratio of not more than :J students

i.e. one teacher to thirty students.

!his ma)es for efficiency on the part of the teacher and good performance on the part of

the students.

!he 8uality of products $students% bears a direct relationship with the 8uality of facilities

developed in the process of production.

Ade8uate human and material faculties must be provided in the classroom to prepare the

students for life in the large society.

Topic – 08*: 4utdoor acti%ities


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;utdoor activities are part of the curriculum but their reali*ation is possible outside the

classroom.

;utdoor activities run across the curriculum and afford students an opportunity to e'plore

different phenomena with their own eyes.

!hey are important learning e'periences as they educate students in non- conventional

settings. ;utdoor activities ma)e learning faster and it leaves a bigger impact on the

students.

It builds on the concept that learning needs to be connected to real life e'periences and

students need to learn beyond the te'tboo).

Ginds of outdoor activities

;utdoor activities are dependent on the age level of the students. !hese are also dependent on the

sub2ects they are dealt with. ;utdoor activities are:

5ield trips

!hese can be content related. !hey can deal with different sub2ect areas. It can also be a

recreation

?ature e,periments

!hese are related with the science sub2ects.

)esearc! $ased studies of %arious p!enomena!hese can be determined by the teachers.

5un acti%ities> camping

/ith academics other activities are also important for the students li)e camping. It

includes both recreation and learning.

Topic – 08.: =anagement of outdoor acti%ities

(rere;uisites of outdoor acti%ities

;utdoor activities should:

be manageable

be age appropriate

align well with curriculum aims

practical and interesting

be within a particular time frame


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=anagement

!eachers must be trained to handle outdoor activities.

Ade8uate support must be sought.

(tudents need prior training before underta)ing outdoor activities.

Every outdoor activity should follow set rules.

?ogical conse8uences should follow non-compliance.

;utdoor activities should be evenly spread throughout the curriculum and its ob2ectives

should be clearly communicated to the students.

Topic – 08/: !ole sc!ool approac!

o a2or sta)eholders $principal, teacher, students, parent% come in the whole school

approach. anagement of classroom and outdoor activities and discipline need a whole

school approach.

o It needs commitment from all sta)eholders.

Topic – 08: e;uence of acti%ities-2


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e;uence s!ould incorporate %ariety

A series of activities which provides a variety of:

Content

aterials#ehavior

It will add interest and pace to the lessons.

@,ample

Children’s attention to the teacher or to a story boo) during story reading was consistently higher

than when this activity followed a 8uite period rather than vigorous activities.

&referred or more e'citing activities should follow those which are less e'citing or

re8uire more effort from students. !he satisfactory completion of the first tas) is rewarded by beginning the ne't, more

desirable activity in series. !his ensures active interest of the students throughout the

lesson.

Topic – 086: #urriculum Instruction and #lassroom =anagement 1


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#urriculum

Curriculum represents all the activities a school provides to support the development of:

• Academic

• (ocial

• &ersonal abilities

It is a description of the desired outcomes for students in terms of the:

()ills

Gnowledge

Attitudes they need to prepare them for adult life.

Topic – 088: #urriculum instruction and #lassroom management 2

Instruction

Instruction relates to the way teachers facilitate students to achieve curricular goals.

?earning outcomes can be increased through:

&ositive on-tas) behavior

()ill achievement

&ositive attitudes to learning

!here needs to be a close relationship between curriculum, classroom management and

instructional activities.

Topic – 100: #urriculum and positi%e $e!a%ior 1

!he school curriculum plays a central role in developing citi*ens:

/ho are motivated to learn

/ho have s)ills to actively problem-solve

/ho are capable of ma)ing decisions individually and cooperatively


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ocial s'ill de%elopment

?earners, especially young ones need time to develop the re8uired social s)ills of:

(haring

!a)ing turns

/or)ing together

De%eloping t!e understanding of t!e conse;uences of t!eir actions

@arly teac!ing of social s'ills

!ime ta)en to support children in learning such social s)ills in early years can provide a positive

foundation for later social and emotional development.

Topic – 101: #urriculum and positi%e $e!a%ior 2

(arental upport

(ocial emotional training needs to be provided at home to provide a secure base as the child

faces many adaptations needed at school as he=she matures socially, emotionally and

intellectually.

Increased opportunities at sc!ool

!he curriculum should provide increases opportunities to wor) with others to learn from

appropriately modeled behavior. !he s)ills of problem solving and cooperative decision ma)ing

need to be developed through the curriculum.

!he curriculum should guide social and emotional development as well as academic s)ills all of

which are pivotal in developing a positive approach to classroom and behavior management.

Topic – 102: Tas' )ele%ance> c!ie%a$ility and uccess

=eaningful tas's

(tudents need to see a relationship between what is introduced to them in the classroom setting

and their real life situations in order to view the activities as meaningful and interesting.


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c!ie%a$le tas's

!as)s also need to be achievable so that students e'perience success. If tas)s are too difficult

students may feel frustrated. If tas)s are too simple, the same frustration will set in.

ell structured tas's

!he class curriculum needs to be structured to ensure that all students are:

• Actively engaged in worthwhile academic activities

• Challenged at their appropriate level of ability

• Able to e'perience success consistently

Topic – 103: 5eed$ac' Calues and @,pectations

5eed$ac'

@eedbac) given to students in daily activities provides a )ey lin) to maintaining a positive

approach to behavior and the curriculum materials being presented.

!hrough effective feedbac) the teacher also establishes a positive relationship with individual

students by communicating to them that they are valued.

Topic – 10*: Tec!ni;ues to ssist earning 1

#ontent @n!ancement Tec!ni;ues

!eachers can incorporate effective techni8ues in their lessons to enhance ma)e learning easy,

hence less chances for classroom disruption.

!hese techni8ues need to run across sub2ect areas and be embedded in the curriculum from the

start of the school year.

Training for efficient use


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!hey facilitate information ac8uisition.

@,amples

T@@?: tongue, ears, eyes, nose, s)in

?ames of planets: y very Educated other Must (erved s 7achos

4rder of rain$o" colors: ave #attle In Fain

Topic – 10: Tec!ni;ues to assist earning *

Cisual Display

!hese may include:

• aps

• @low charts

• &ictures

• Collages


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Topic – 110: (ositi%e #lassrooms

(pecific instructional procedures that teachers use lead to increased achievement and student

engagement in the classrooms.

!hese instructional techni8ues lead to successful social development and student achievement.

(tudent engagement is aided when the traditional one-way lecture gives way to more interactive

teaching styles, leading to student success.

Topic – 111: @ffecti%e Teac!ing 'ills 1

(reparation

!hin)ing about and planning for what each student in the classroom will do involves:

• Identifying content and student needs

• ?esson, unit and yearly planning

• &lanning for student success


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ttention

>uiding students to stay focused involves:

• Establishing opening focus

• aintaining ongoing focus

• E'pecting all learners to concentrate

#larity

!o be clear in communication with students involve:

• >iving clear instruction

• sing precise terminology

•

6aving students restate instructions before doing wor)


uestioning

• As) open ended and probing 8uestions

• As) fre8uent 8uestion

• Nuestions all students over time

• Invite student 8uestions

=onitoring

;versee student wor). !his involves:

• aintaining appropriate pro'imity to students

• Awareness of what happens in the classroom

• 7ot brea)ing the instructional flow for distractions

5eed$ac'

• >ive specific feedbac)

• >ive immediate feedbac) as soon after the behavior as possible


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ummariing

?eave some time of the lesson for recapping and summari*ing it. a)e sure that deep

understanding has ta)en place. (et the stage for the ne't concept but ma)e sure that the present

lesson is internali*ed well.

)eflection


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@or e'ample, teaching students to use a computer, they should first )now how to use a

mouse. !eaching them an ad2ective would first re8uire the teaching of a noun.

Topic – 11.: Instructional strategies t!at promote a positi%e classroom 2

3 uild patterning and association into eac! lesson+

At one time let the students store only about 0-1 bits of information in minds.

6elp students to do chun)ing as they learn vocabulary. @or e'ample, vocabulary words can

be grouped by initial letters $hemloc), hoc)ey, honey, hermit%

a)e students associate new concepts with what they already )now.

/hile teaching multiplication, tell students that multiplication is similar to addition. '1 is

same as 1O1O1.

* 7i%e t!em ade;uate time to process "!at t!ey !a%e learnt+

>ive wait time $wait -1 seconds after as)ing a 8uestion%

/hen students process what they learned, they not only stay focused for a longer period of

time, but they also retain more.

T!e role of a Teac!er in =anaging a #lassroom

Topic – 11/: Instructional trategies t!at promote a positi%e classroom 3

.+ 9a%e students "or' in cooperation> not competition+

ost cooperative learning classroom are well behaved because students are motivated to learn

and are actively engaged in learning activities. $(lavin, J: 1%

/+ @nsure success $y getting to 'no" your students< strengt!s+

(tudents have uni8ue strengths as claimed by 6oward >ardner $50%. Capitali*e on them by

getting to )now their li)es=disli)es.

Topic – 11: Instructional strategies t!at promote a positi%e classroom *


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+ Teac! students to ta'e responsi$ility of t!eir learning+

"raw contracts with students which students and teachers follow and adhere to.

6+ Increase student interest+

• Fary instructional methods

• !each in multiple modalities $at times using pictures is better than using words%

• "o not vary methods too much as to confuse students

Topic – 116: Instructional strategies t!at promote a positi%e classroom .

8+ (ro%ide assessment t!at !elps t!e student and informs t!e teac!er

se formative assessment $continuous assessment%

se informal assessment $portfolios, writing samples, 2ournal entries%

se inde' cards for students to summari*e what they have not understood

6and signals $thumbs up or down%

6aving a 8uestion bo' in class

/eb maps, concept maps

@ollow up probes H tell me more, give reasons, why+

10+ or' to"ards smoot! flo" and li%ely pacing

!oo fast P confusing

Confusion P boredom

#oredom P misbehavior

!oo slow P dragging

"ragging P boredom

#oredom P misbehavior

Topic – 118: ccommodate earner Differences 1

earner differences


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(tudents do not respond to learning uniformly. !hey learn at their own pace and respond in

various ways while internali*ing concepts.

It is very important for teachers to understand the way students learn.

essons to accommodate D

?essons need to be built )eeping in mind the various ways in which learners comprehend

concepts.

Topic – 120: ccommodate t!e learner differences 2

Differentiated learning

!eachers may want to prepare differentiated tas)s for various types of learners to ensure that all

learn.

@or e'ample, wor)sheets on 9verb’ can be developed at levels: basic, intermediate and above

average so that all t1ypes of students can benefit.

(uch lessons sometimes ensure a smooth lesson flow as there are less disruptions when all are

satisfied with the learning materials. 6owever the teachers need to be very well prepared and

s)illful to administer such tas)s.

Topic – 121: isten to all

All students have the right to be heard.

Ensure that all students are heard and their needs are addressed.

?o J#!osen 5e"s<

ost of the classroom management problems arise when students get a message from teachers

that only 9chosen fews’ are heard or given importance to. !his causes frustration among students.

!his frustration is usually vented out in the form of disruptive behavior.

!ealt!y classroom

>ive students a patience hearing


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6ave some time to listen to non academic issues as well

7o students should be allowed to dominate

(hy students are encouraged to spea)

An atmosphere of cooperation needs to be built

6ave a good student-teacher rapport

(!ilosop!ies of 9o" to =anage a arge #lass

Topic – 122: =anagement tyle 1:

1+ trong #ontrol:

!reat the classroom as a Dsacred temple of learning. !his management style or philosophy is

mar)ed by a strong notion of control and preparation.

2+ Teac!er (reparedness:

In this philosophy of management, teachers are very well prepared and plan for as many aspects

of the class as they can. !eachers fully utili*e all classroom management approaches and strictly

watch student behaviour. !eachers do not tolerate:

- ?atecomers

- (ide tal)ing- ishandling materials

- Early departures

3+ Teac!er


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- !eachers do minimal planning, and while they can be 8uite prepared to deliver course

content and material, they disli)e rigid control and value the ability of response to

changes.

- !he focus in this type of classroom is a comfortable, rela'ed atmosphere where the

teacher tolerates reading, tal)ing and late arrivals=early departures. sually, the more

attentive students sit in the front, and the teacher spea)s to them.

Topic – 12.: =anagement tyle-3:

=oderate control:

- !eachers treat the classroom as something in between a sacred temple and a laisse*-fair

place of learning. !his management style or philosophy is right in the middle of the two

e'tremes.

- !eachers choose which aspects of the course they wish to control, how they decide to

control those aspects, and what they are willing to let go.

Topic – 12/: Teac!er


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!here are always enough students for interaction, and there is a rich variety of human resources.

AiiB 9eterogeneous @lements:

- !he teacher is not the only pedagogue, and since the large class is usually heterogeneous,

more proficient students can be used to help lower level ones.

AiiiB ?atural (rofessional De%elopment:

!he teacher is never bored and that professional development occurs naturally as the teacher tries

to find new ways of coping with the large number of students.

Ai%B (eer Teac!ing:

(tudents develop strategies for helping themselves and their classmates through peer-teaching

and collaboration, thus fostering an atmosphere of cooperation.

Topic – 128: #!allenges in a large class-1:

1+ ?um$er of pupils:

- 7umbers of pupils in a class affect pupils’ educational attainment and progress.

2+ (upil attention in a class:

- @or some students, concentrating in a large group is very difficult-if not possible.

3+ T!e nature and ;uality of teac!ing:

!he 8uality of teaching and learning is affected in large classes. !he teacher cannot give

individual attention to students.

Topic – 130: #!allenges in a large class-2:

1+ (upil ad&ustment to sc!ool:

- In large classes it is difficult to help students become independent and resourceful in the

classroom.- !he students are affected in their social development by the amount of space available in

class. If they fight for space in the classroom, they get emotionally upset and insecure.

2+ Teac!er tress and @nt!usiasm:- Class si*e is associated with increased teacher stress and can lead to teacher burn.

Topic – 131: #orrecting large amounts of "ritten "or':

AiB 7roup "or':- 6ave students wor) in groups to produce one piece of writing for each group or to

complete grammar e'ercises together.

- !his encourages communication and also cuts down on the number of papers the teacher

must correct.

- !ell students that students within a group will all receive the same grade so that they ta)e

an interest in producing something good.


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AiiB elf editing:

@or all written wor), have each student go through the process of self-editing and one or two

rounds of peer editing before turning in the paper.

Topic – 132: #!allenges in large class-3

AiB #alling t!e roll num$er:

- ign in s!eet: >ive the students a sign-in sheet to pass around at the beginning of the

class. /hen it comes bac) to the front of the room, draw a line under the last name. Any

names that are written below the line are those of late-comers.

- ?ame cards: a)e students display name cards on their des)s. Collect the name cards at

the end of the class. At the beginning of each subse8uent class, as the students enter the

room have them ta)e their name cards. !hose cards that aren’t collected belong to

students who are absent.

AiiB #reating a seating c!art:

- Create a seating chart- a)e students sit in their assigned seats. !his can help in learning students’ names.

Topic: 132 - trategies to maintain discipline-1

AiB #alling t!e roll num$er:

- - ign in s!eet: >ive the students a sign-in sheet to pass around at the beginning ofthe class. /hen it comes bac) to the front of the room, draw a line under the last name.

Any names that are written below the line are those of late-comers.

- - ?ame cards: a)e students display name cards on their des)s. Collect the namecards at the end of the class. At the beginning of each subse8uent class, as the studentsenter the room have them ta)e their name cards. !hose cards that aren’t collected belong

to students who are absent.

- AiiB #reating a seating c!art:

- - Create a seating chart

- - a)e students sit in their assigned seats. !his can help in learning students’ names.

Topic: 133 - trategies to =aintain Discipline-2

1+ ssigning roles to ad%anced students:

>ive the more advanced students the responsibility for helping others as:

- >roup leaders

- onitors- !eaching assistants

2+ !o"ing )espect:


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- Instructions: >ive instructions clearly and carefully, and chec) comprehension before

the pair or group wor) begins.

Topic: 136 - Teac!ing "it! limited resources:

@ncourage student responsi$ility:

. As) students to bring an item from home to use as a tal)ing or writing point for the class.

. !his helps to build a sense of community in the classroom.. It also encourages student responsibility and participation in the activity.

rite te,ts on large s!eets:

. !o save time during class, write te'ts or 8uestions on large sheets of newsprint or brown

paper before class rather than writing on the board.. In a very large classroom, ma)e two or three copies that can be posted on the side or bac)

wall so everyone can see.

Topic: 138 - Teac!ing "it! imited )esources 2

ring )eal 4$&ects

. #ring regalia- actual ob2ects that language learners can see, hear and touch- into the

classroom.. A teacher can generate a great deal of interest when he or she pulls surprising thing out of

the bag

Fse (ictures

. se pictures from maga*ines, or learn to draw simple pictures to illustrate vocabulary or

to generate interest in reading, spea)ing or writing activities.

Fse "!at t!e students say as input

se what the students themselves say as input

E'ample

!o practice changing direct to indirect speech, a student can be as)ed a 8uestion and another

student as)ed to report what was said either orally or in writing.

Topic: 1*0 - Teac!ing "it! imited )esources 3


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o any students in developing countries have access to limited resources.

o !he teacher usually has a blac)board and chal) supplied by the school

Fsing a Dictogloss

o "ictate the information using a dictogloss, a replacement for writing notes on chal)board.

o (tudents listen twice to a passage read at normal speed, ta)ing notes during the second

reading.

o !hey then wor) with a partner to try to reconstruct the te't.

o /hen a pair thin)s they have the information, they write the passage on the board and the

class wor)s together to ma)e it as close to the original as possible.

o !he teacher ma)es the final connections and the students correct their wor).

Topic: 1*1 - =oti%ating students 1

et t!e tone

. At the beginning of the year, include some information about the importance of the

sub2ect being studied.. a)e the students ta)e intrinsic as well as e'trinsic interest in the sub2ect.

upplementary =aterials

. !o )eep more advanced students challenged, prepare an activity resource boo) to )eep in

the classroom.. (tudents who finish activities s 8uic)ly can wor) on supplementary activities while

waiting for the rest of the class to finish.


@nsure t!e students spea' loud

!o ensure that students spea) up loudly in class when answering 8uestions or ma)ing comments,

the teacher should move away from the student who is spea)ing, rather than coming closer to

hear him or her better. In this way everyone should be able to hear and remain involved.

daptation of t!e material

. Adapt the material according to the language level, age and needs of students.


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. In multi-age, multi-level classes, plan a variety of activities to appeal to as many students

as possible.


(e8uential activities

. "evelop se8uential activities with several steps so that higher level students complete

more while lower level students wor) at their own place.. 6en preparing wor)sheets, add some optional sections for more advanced students.

=onitors

. se higher level students as assistant teachers or monitors who can help and support the

lower level students.

. Encourage higher level students to teach others in classrooms.

. It builds a collaborative atmosphere in the classroom.

Topic: 1** - =oti%ating students *

Teac!er a%aila$ility

As much as possible be available to students before and after class to establish personal

relationships, so that they feel that they are individuals in the eyes of teacher.

cti%ity goals

. a)e students aware of the goals of each learning activity.

. If they understand why they are doing the activity, they will participate more willingly.

cti%ities to $e success oriented

. a)e all activities success oriented.,- (tudents will participate willingly in tas)s that seem achievable.

. /hen they have confidence in their success, they will be motivated to try.

Topic: 1*. - ystematic (rocedure for )ecord Keeping

De%elop systematic procedures for $e!a%ioral record 'eeping


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=a'e c!ec'lists

a)e chec)lists of the desired behavior and mar) students against that chec)list.

#ommunication "it! ot!ers

Communicate with all sta)eholders about the chec)list and )eep sending the mar)s obtained to

parents.

Topic: 1*/ - etting $enc!mar's for $e!a%ioral e,pectations

enc!mar's

#enchmar)ing is used to record performance by using a specific indicator. #enchmar)s are specific points of reference connected to levels of performance against

which students are monitored.

De%elopment of enc!mar's

#enchmar)ing can be done for:

a Communication with teacher

b Communication with peers

c Interpersonal relationships

d aterial safetye @ollowing rules

Topic: 1* - )ecord of academic and $e!a%ioral progress

#ehavioral progression records need to be maintained li)e academic records. #ehavioral records need to be made formatively as well as summatively.

(tudent behavioral self-evaluation

(tudents should be encouraged to do their behavioral self-evaluation

!he behavioral records should have a section on self evaluation and students should fill

that section themselves

!his e'ercise ma)es students more reflective and enables them to analysis their own

behaviors

ction oriented $e!a%ioral records


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!he behavioral records should results in some actions ta)en as a way to address the

negative behaviors.

&ositive behaviors should be rewarded.

Topic: 1*6 - (ortfolio maintenance

#ehavioral portfolios can be maintained as a way to see a gradual and systematic

development of student behaviors.

!at goes in t!e (ortfolio

&ortfolios can have:

•


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c Criminal behavior d (adistic behavior

e e'treme shyness

f lac) of self-efficacy

Counselors must become part of the school culture and must be available all the time on

campus to handle day to day behavioral issues.

Topic: 1.1 - ualities t!at influence student success

- @mpat!y

Empathy is e'tending help to students and showing concern towards them. !eachers should try

their best to put themselves in their students’ shoes and solve problems.

- @fficacy

(elf-efficacy is facilitated by a person’s beliefs and e'pectations about his=her ability to achieve

certain tas)s successfully or demonstrate certain behaviors.

#aring and @fficacy

% #oth 8ualities affect students’ sense of motivation, achievement and value.% !hey enhance academic performance and student behavior.

Topic: 1.2 - elf- @fficacy and earning

/hen individuals have low self-efficacy e'pectations regarding their behavior, they limit the

e'tent to which they participate in an endeavor and are more apt to give up at the first sign of

difficulty.

% (tudents’ efficacy and beliefs serve as barriers to their academic and social development.

% !he )ind of academic and social e'periences students get in schools have a profound

effect on whether some behaviors will be continued or not.

Topic: 1.3 - De%elopment of elf-@fficacy-1

(erformance accomplis!ments


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% !he manner in which accomplishments are received has an influence on an individual’s

self-efficacy, e'pectations and actions.% In the classroom, for e'ample, poor grades and other negative assessments of ability can

lower self-efficacy beliefs.

Cicarious learning

. #eliefs are often re8uired through observation and interpretation.

. In observing the modeling behavior of others, the learner is able to reflect on past

e'periences with such behavior and ma)e meaning of its relevance in a new situation.

Topic: 1.* - De%elopment of self-efficacy 2

Cer$al persuasion

. #eliefs about self are influenced by the message conveyed by others. Encouragement

supports self-efficacy, criticism hampers it.

. @amily, teachers and friends all play a significant role in verbal persuasion about

appropriate behaviors.

(!ysicalGffecti%e tatus

. (tress and an'iety have a negative effect on self-efficacy as well as learning.

. D!he brain learns optimally when appropriately challenged but downshifts under perceived threats.

. It functions best in a supportive environment.

Topic: 1.. - De%elopment of caring attitudes

. (how and prove that you care.

. It is good to say Dthan) you and Dplease when we tal) to students.

. /e should model reflective listening- never interrupt them while they are spea)ing.0. >ive individual attention to students.

1. ?isten to their problems sincerely.3. Avoid using red pen-use green instead.

Topic: 1./ - #ommunicate !ig! e,pectations

• 6igh academic e'pectations from the teacher influence students’ achievement.

• (tudent behavior improves in response to high academic e'pectations.


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Topic: 1. - Teac!er


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Embed affective ob2ectives in the curriculum (pread the affective ob2ectives evenly throughout the curriculum

0 Assess students on affective elements of the curriculum as well

Topic: 1/2 - ffecti%e o$&ecti%es in lesson plans

#ehavior modification happens over time

"rastic changes in behaviors are not long lasting

Integrate affective ob2ectives in the lessons

0 a)e students and other sta)eholders reali*e that they are as important as cognitive

ob2ectives

5 Continuous integration will lead to behavior modification

Topic: 1/3 - Teac!ers< attri$utes in teac!ing social s'ills 1

ocial attracti%eness

A teacher should have:

A cheerful disposition

@riendliness

Emotional maturity

(incerity

@go strengt!

. (elf-confidence that allows teachers to be claim in a crisis.

. Active listeners without being defensive.. Avoidance of win-lose conflicts.

0. &roblem solving orientation.

Topic: 1/* - Teac!er attri$utes in teac!ing social s'ills 2

)ealistic perception of self and students

- !eachers should have realistic perceptions of self and students without letting perceptions

become clouded by the hostility or an'iety.

@n&oyment of students< presence


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- /hile maintaining identity as an adult, a teacher and an authority figure try to be friendly

but not overly familiar and being comfortable with the group without becoming a group

member.

Topic: 1/. - Te,t selection

. (elect te'ts that are effective in nature.

. 6ighlight effective elements and teach them through a cognitive affective approach.

9a%e te,tual %ariety

% tili*e various genres of language, i.e. narratives, poetry, information te'ts, historical

fiction, descriptions etc.

Topic: 1// - (ro-social acti%ities

•


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- !eachers should accept students as individuals and accept some behaviors while ta)ing

strong notice of those which are not acceptable at all.

ction on firm limits

. !eachers should have the ability to state and act on firm but fle'ible limits based on clear

e'pectations.. !eachers should encourage students to independently uphold rules and boundaries.

Topic: 1/8 - )e"ards as a "ay to control pro$lem $e!a%iour:

!eachers use rewards in the classroom to control problem behaviour and reinforce positive

behaviours.

. odest rewards, use carefully and thoughtfully, can encourage intrinsic and e'trinsic

motivation.

Topic: 10 - (oint of %ie"s on re"ards A)esearc! @%idenceB:

- c>raw $45% identifies several studies that found that rewards enhance performance.

- (everal group of researchers have found that when rewards provide evidence of

competence, they can enhance motivation with individuals as young as )indergarteners

and as old as college students $#oggiano et al. 51 &ierce et al. JJ%.

- (ome laboratory e'periments show that individuals who receive a reward for doing a tas)

show less interest in that activity later when compared to those who are given no reward

$Cameron B &ierce JJ%

Topic: 11 - Intrinsic =oti%ation:

. Intrinsic motivation is a desire to attain targets for the sa)e of learning.. !he urge for a true desire for mastery is driven by intrinsic motivation.

. (tudents are rewarded for showing )een interest in the tas)s assigned to them whether

they are academic or behavioural in nature.

0. An intrinsic motivated reward further put faith in students’ ability and reaffirms the

displayed behaviour.

Topic: 12 - @,trinsic =oti%ation:

- E'trinsic motivation occurs when a student is driven to perform behaviour in order to win

a reward or avoid a punishment. @or e'ample:$i% Kou want to put up a good behaviour because of fear of punishment.

$ii% Kou want to help others in a classroom to get some defined incentives.

- (tudents who must put forth more than the average degree of effort to accomplish a goal

often become discouraged and invest less energy in challenging tas)s. $?evin, 0%


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-


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@,trinsic re"ard:

- Drossman

53%.

- #ehaviorists believed that teachers, parents and others in authority need only to thin)

about e'ternal incentives when wor)ing to encourage new behaviours.

Intrinsic re"ard:

- !hose behaviours need to be supported that help students enhance 8uality of life and

enable them to become lifelong learners-humanistic approach. Gluth $JJ%

Topic: 1/ - )e"ard plans t!at empo"er:

A reward plan is prepared at the beginning of the school year and is clearly communicated to the

students. A reward plan has three steps:

. @irst, a teacher decides on one or more specific goals for a student.. !he teacher spells out the goals concretely either on a chart or in conversation.

. In discussing the reward plan, the teacher offers a modest reward for success in meeting

goals.

Topic: 1 - )e"ard #omponents-1:

cti%e participants:

- Encourage children to be active participants in the process of change.


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- (upport their natural desires for:a% Autonomy

b% Independence

- !eachers can invite students to help:a% Choose goals

b% !o role-play new behavioursc% !o suggest strategies they might use to meet goals

Topic: 16 - )e"ard #omponenets-2:

1+ #!oose incenti%es:

- Choose incentives that contribute in positive ways to a student’s development or sense of

self-worth such as:

a% &rivileges b% Activities

c% (mall pri*es, e.g. boo)s

2+ Interpersonal re"ards- rewards that offer the opportunity to do an activity with aspecial person H can be powerful motivators.

Topic: 18 - )e"ard #omponenets-3:

4"ners!ip re"ards:

"esign reward charts that contribute to a student’s sense of ownership. @or e'ample:

- !eacher can personali*e a chart by including a student’s photo or by inviting the student

to decorate the chart.

Topic: 160 - )e"ard #omponents-*:

@mp!asis on positi%e $e!a%iours:

. Emphasi*e positive behaviours that are simple and clearly stated.

. /hile at times a teacher may deem it necessary to include penalty points for misbehavior,

emphasi*e on negative behaviours should be )ept to a minimum.

Indi%idualied re"ard c!arts:

"esign individuali*ed reward charts that avoid comparing one student’s performance with those

of others in any way.

Topic: 161 - @ffecti%e e!a%ioural upport ystems

- Effective #ehavioural (upport $E#(% refers to a system of school-wide processes and

individuali*ed instruction designed to prevent and decrease problem behaviour and to

maintain appropriate behaviour.

- It is a team-based process designed to address the uni8ue needs of individual schools.


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- !eams are provided with empirically validated practices and, through the E#( process,

arrive at a school-wide plan.

Topic: 162 - (rocesses of @ffecti%e e!a%ioural upport ystems-1:

(rocesses of @:

. Clarify the need for effective behavioural support and establish commitment, including

administrative support and participation.

. &riority of this should be reflected in the school improvement plan.

. "evelop a team focus with shared ownership.

Topic: 163 - (rocesses of @ffecti%e e!a%ioural upport ystems-2:

(rocesses of @:

. Create a comprehensive system that prevents as well as responds to problem behaviour.

. !ie effective behavioural support activities to the school mission.. "evelop an action plan establishing staff responsibilities.

Topic: 16* - 5eatures of @ffecti%e e!a%ioural upport ystems:

. !here is total staff commitment to managing behaviour, whatever approach is ta)en.

. !here should be clearly defined and communicated e'pectations and rules.. 6ave an instructional component for teaching students self control and=or social s)ill

strategies.

0. &repare a support plan to address the needs of students with chronic, challenging behaviours.

Topic: 16. - c!ool ide #ode of #onduct:

1+ afety: Are my actions safe for myself and for others+

2+ )espect: "o my actions show respect for myself and for others+

3+ 9onesty: do my words and actions represent truth+

*+ )esponsi$ility: "o my actions meet the e'pectations to ta)e care of myself and be a

dependable member of the community+

.+ #ourtesy: "o my actions help ma)e this a nice place, where people feel welcome and

accepted, and where they can do their wor) without disruptions+

Topic: 16/ - Fnified Discipline:

!eachers and school personnel believe that:

a% Instruction can improve behaviour

b% #ehavioural instruction is part od teaching

8/15/2019 Classroom Management Handou

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