WE EMPOWER PEOPLE
PROGRAM TITLE
CLASSROOM MANAGEMENT
MINI TESOL PROGRAM BY TESOLers
PROGRAM COMPONENTS
INTRODUCTION
Steering Purpose – The Big Question
Why Classroom Management
Classroom Management Stand in Pedagogy
Classroom Management vs. Classroom Control
STEERING PURPOSE
Why Does Classroom Management Matter?
STEERING PURPOSE
• Primary purpose is to manage the classroom.
STEERING PURPOSE
• Primary purpose is to manage the classroom.
• Good classroom management results in high levels of
students’ engaged time.
STEERING PURPOSE
• Primary purpose is to manage the classroom.
• Good classroom management results in high levels of
students’ engaged time.
• Good classroom management provides a conducive
learning environment to learners.
STEERING PURPOSE
• Primary purpose is to manage the classroom.
• Good classroom management results in high levels of
students’ engaged time.
• Good classroom management provides a conducive
learning environment to learners.
• Best utilization of classroom time
STEERING PURPOSE
• Primary purpose is to manage the classroom.
• Good classroom management results in high levels of
students’ engaged time.
• Good classroom management provides a conducive
learning environment to learners.
• Best utilization of classroom time
• Social development by inculcating social skills.
STAND IN PEDAGOGY
• Classroom management is creative: It creates both the best
situation in which students can learn and teachers can teach.
STAND IN PEDAGOGY
• Classroom management is creative: It creates both the best
situation in which students can learn and teachers can teach.
• It sets procedures and instructional techniques that are used
to establish the classroom environment so that learning can
occur.
STAND IN PEDAGOGY
• Classroom management is creative: It creates both the best
situation in which students can learn and teachers can teach.
• It sets procedures and instructional techniques that are used
to establish the classroom environment so that learning can
occur.
• Management strategies are based on understanding how the
classroom environment can be used to best accommodate
students’ needs.
STAND IN PEDAGOGY
• Classroom management is creative: It creates both the best
situation in which students can learn and teachers can teach.
• It sets procedures and instructional techniques that are used
to establish the classroom environment so that learning can
occur.
• Management strategies are based on understanding how the
classroom environment can be used to best accommodate
students’ needs.
• Classroom management refers to handling the class in a way
that students’ learning outcomes could be achieved
effectively.
MANAGEMENT VS. CONTROL
CONTROL
Classroom control is setting the classroom
environment in a way that mainly addresses the
teacher’s own needs.
CONTROL DRWBACKS
Teaching comes before learning.
Zero noise level.
Learners’ social and cultural background is low
estimated.
Learners’ needs are not addressed.
MANAGEMENT
Classroom management is setting the classroom
environment and procedures in a way that mainly
addresses the students’ needs and expectations.
MANAGEMENT MERITS
Learning comes before teaching.
Healthy noise level.
Learners’ social and cultural background is
high estimated.
Learners’ needs are addressed.
PROGRAM PART ONE
The Many Faces of Discipline
Adapted from a research by Marisa Constantinides
TOPIC AREAS
Mirroring Ourselves
What is Your Personal Discipline Style?
Description of Undisciplined Behaviors
Causes of Undisciplined Behaviors
Teacher Induced Discipline Problems
IDENTIFY YOURSELF
IDENTIFY YOURSELF
Turn to Hand-out 3
Rate the statements provided on a scale from 1 to 5.
1 means entirely disagree, and 5 means completely agree
Add the marks to reach a total in each of 4 categories
Statements 1, 3, and 9 refer to the authoritarian style.
Statements 4, 8 and 11 refer to the authoritative style.
Statements 6, 10, and 12 refer to the laissez-faire style.
Statements 2, 5, and 7 refer to the indifferent style.
Tell who you are -------------------------------------------------
ATTENTION!
As you gain teaching experience, you
may find that your preferred style(s) will
change. Over time, your profile may
become more diverse or more focused.
Also, it may be suitable to rely upon a
specific style when addressing a particular
situation or subject. Perhaps the
successful teacher is one who can
evaluate a situation and then apply the
appropriate style. Finally, remember that
the intent of this exercise is to inform you
and arouse your curiosity regarding
classroom management styles.
STYLE DISCUSSION
Authoritarian
STYLE DISCUSSION
Authoritative
STYLE DISCUSSION
Laissez-faire
STYLE DISCUSSION
Indifferent
UNDISCIPLINED BEHAVIORS
Turn to Hand-out 4.
Tick what you experience as discipline problems most often.
MISBEHAVIOR CAUSES
Power Thirst
Seeking Revenge
Seeking Attention
Self-Confidence +/-
Teacher Induced
Refer back to the training manual to see examples under each category.
TO SUM UP (DISCIPLINE PROBLEMS 1)
• noise,
• paper planes,
• talking and
Attention
laughing with
Seeking
Behavior other students,
• being rude to
the teacher
TO SUM UP (DISCIPLINE PROBLEMS 2)
• sulking,
• not answering
questions,
Remaining
• not participating
Idle
in pair work,
• not participating
in group work
TO SUM UP (DISCIPLINE PROBLEMS 3)
• lost in space,
• sleeping,
• staring at the
Switching off
ceiling,
• staring at the
floor…
TO SUM UP (DISCIPLINE PROBLEMS 4)
• shouting at the
teacher,
• shouting at
Disruption
other students,
• making loud
noises……
TO SUM UP (DISCIPLINE PROBLEMS 5)
• quarrelling or
fighting with
other students,
• Being violent,
Friction • rudely
disagreeing with
other students
or the teacher
THE EQUATION
Good Class Good Class Attentive
Management Discipline Learning
PROGRAM PART TWO
Perspectives
&
DOS
&
DON’TS
TOPIC AREAS
The Value of a Good Start
Principles of Classroom Management
Components of Classroom Management
Key dimensions of Classroom Management
Classroom Norms
Components of Classroom Norms
Tips for Good Classroom Management
More on Teacher-Induced Discipline Problems
Prevention Is Better Than Cure
A GOOD START
The first few days are crucial for encouraging disciplined
behaviors.
Getting to know you activities (it’s easier to misbehave against
people you don’t know)
Encourage a collaborative learning environment
Team building activities
Disciplined behavior is everyone’s business
Rules and laws – expected behavior is made clear to everyone
PRINCIPLES
PRINCIPLES
Trophy (1983) states that there are 3 general principles for
good classroom management:
Willingness of the teacher to accept responsibility
Long-term, solution-oriented approaches to problems (rather
than short-term)
Check to see if symptomatic behavior is caused by underlying
personal problems (impulsivity, lack of awareness, home
problems, etc.)
COMPONENTS
Seating • Use of board
Displays • Evaluation
Individual attention • Observation
Pair & group work • Questioning
Cleanliness • Presentation
Usage of resources • Social skills
Timetable • Accessibility
Classroom Norms • Pair/group composition
Teacher’s movement • Instruction
• Body language
DIMENSIONS
Now, turn to your training manual ACTIVITY 6 and try to list as
many items as you can under each suggested classroom
dimension.
DIMENSIONS
Physical Dimension Ambience Dimension
Condition of furniture Odor
Place to keep things Humidity
Ventilation
Proper place to sit for students
Eraser.
Light, vision possibilities
Heat-Cold.
Noise level
Noise-Echo-Quiet
Temperature of the classroom (Each room has it own “Feel”
Right place for board or bulletin and that “Feel” sends an
board. Immediate message)
DIMENSIONS
Human Dimension Instructional Dimension
Clear communication
Mutual interaction
Teacher conveys enthusiasm for
Audibility and visionary aspects
the subject and for the content
Place of movement around the taught
class for teacher and students Teacher keeps students
Don’t make things too accountable for their work.
comfortable lest they should fall Teacher is aware of what is
happening
asleep!
Teacher must teach for
students’ success
CLASSROOM NORMS
Why Is Establishing Norms Important?
NORMS
Classroom norms are the behavioral expectations and rules of
the class.
Classroom norms tell us how we are expected to behave
towards each other and toward the school utilities.
Classroom norms help ensure that students indeed
understand the classroom and community’s expectations and
the expectations of the class teacher.
EYE CONTACT
Is essential to establishing good rapport with students
A teacher who never looks students in the eye will appear to
lack confidence.
A teacher who always stares at students will probably cause
confusion problems.
EYE CONTACT
To show students that they are all involved in the lesson
To ensure students understand what they are supposed to do
To indicate who is to speak (often with a nod of the head)
To encourage contribution
To hold the attention of students who are not being addressed
To maintain discipline
To signal students to start, stop, or get a move on
To indicate that something is correct or incorrect
To check that everybody is participating
GESTURES
Good use of gestures can be effective to:
Convey the meaning of the language
Manage the class
Add visual interest
Increase the pace of the lesson
Reduce the need for verbal explanation
VOICE
A teacher's voice should have correct
* Clarity
* Range
* Variety
* Projection
The greater the variation of your voice, the greater the
effectiveness!
STUDENTS’ NAMES
Addressing students by names would quickly help break the
ice and establish rapport.
Students’ names can be used to:
* Organize an activity
* Praise the students
* Indicate who is to answer or respond
* Get a student involved
CLASS ARRANGEMENT
The way a teacher organizes the position of students and
himself depends on:
* The space available
* The type of chairs/ tables
* Age of students
* Students’ personalities
CLASS ARRANGEMENT
• Decision making tasks
• Debates or discussions
• Information gap tasks
• Role plays
• Mingling activities
CLASS ARRANGEMENT
TEACHER’S POSITION
Students are often sensitive to your position in the classroom
and whether your are sitting or standing, it can tell:
* What kind of activity it is
* What the teacher’s role will be
* What the students are expected to do
Think of the following stages:
Language presentation- Giving instructions- Reading activities-
Activation stage- Controlled practice- Checking work .
BOARD WRITING
Ways to reduce the amount of time with your back to the
class:
Use an over head projector
Use cards with vocabulary
Invite students to write on the board
Write on the board while reading and
eliciting from students
CLASSICAL TEACHRES’ MISTAKES
Raise your voice – scream and shout
Insist on having the last word
Use negative body language Can you
Humiliate the students publicly
Use sarcasm generate
Use violence – verbal or physical
positive
Involve other students (or the boss)
Have double standards teachers’
Always right
Preach or lecture behaviors ?
Do not listen
Put learner on the spot
Plead for quiet
CLASSICAL TEACHRES’ MISTAKES
Make irrelevant comments
Accuse the whole class
Can you
Sulk and behave in an unforgiving way
Nag and complain all the time
generate
Lose control
Ape the offender
positive
Compare the offender to classmates or siblings
Give orders all the time
teachers’
Reward or bribe offenders
Accuse unjustly
behaviors ?
Offend publicly
Have double standards
Be undisciplined yourself
TEACHERS’ VERBAL BEHAVIOR
Words to abolish
without - never - isn't - mustn’t - no - don't
Change the following into positive statements
Don’t let me catch you cheating again
You must never be late again
Don’t forget your notebooks
I want you to work without help
Don’t use your dictionary for every word you don’t know
It isn’t nice to pull Mary’s hair.
You mustn’t all talk at the same time
PREVENTION
You can prevent problems arising if YOU :
are punctual
are well prepared
are consistent and fair
don’t let personal feeling affect your treatment of
students
return students’ work promptly
never lose your temper
show the same respect to students
are willing to teach
establish rapport from the early moments
ACTION
Act immediately
Focus on the behavior not the student
Change the classroom dynamics
Keep calm – never shout
Talk to the problem student in private
Follow the school disciplinary code, and don’t make threats
you can’t enforce
Use the knowledge of your colleagues
FINAL NOTE
First day in class is the most important.
Do on the first day what you want your students to do till
the end of the year.
WE EMPOWER PEOPLE
