CLASSROOM MANAGEMENT
INTRODUCTION
Classroom
management extends to everything that teacher may do to facilitate or improve
student.
Effective
teacher tend to display strong classroom.
An
environment that supports and facilitates
Academically and social-emotional learning.
Classroom
filled with students who are not
working or
paying attention.
Experiences
that teacher designs to engage student interest, passion, intellectual
curiosity.
Classroom
management refers to the wide variety of skills and techniques of skills and
techniques
That teachers use to keep students organized orderly,
focussed attentive on task and academically
Productive during a class.
When classroom-management strategies are executed
effectively teachers minimize the behaviour that impede learning for both individual students and group of students
while maximising the behaviours that facility display strong classroom ate or
enhance learning.
Generally speaking, effective teacher tend to display
strong classroom
Management
skills while hallmark on of the inexperienced of less effective teacher is a
disorderly
Classroom filled with students who are not working or
paying attention.
While a limited or more traditional interpretation of
effective classroom management may focus largely on “compliance”-rules and strategies
that teachers may use to make sure students are
Sitting in their seats following directions, listening
attentively,
Classroom management extends to everything that teacher
may do to facilitate or improve student
Learning which would include such factors as behaviour a
positive attitude, happy facial expressions, encouraging statements, the
respectful and fair treatment of students etc.
(For example, a
welcoming, a well –lit filled with intellectually stimulating learning
activities), students to behave towards other stud dents, the agreement that
teachers
Make with students), materials (the types of texts,
equipment, and the other types of text
s, equipment’s, and other learning resources that teacher use) or activities
(the kind of teaching
Experiences that teacher design to engage student interest,
passions, intellectual curiosity.
Everson and Weinstein characterised classroom management
as the actions taken to create
An environment that supports and facilitates academically
and social-emotional learning.
Towards this goal teacher must
1. Develop caring, supporting relationship with and among
students.
2. Organise and implement instructions in ways that
optimize student’s access to learning.
3. Use group management methods that encourage student’s
engagement in academic tasks.
4. Promote the development of students and social skills
and self-regulations.
In practice,
classroom –management techniques may appear deceptively simple but successfully
and seamlessly integrating them into the instructions of students typically
requires a variety of sophisticated techniques and a significant amount of
skill and experience.
· While
the specific techniques used to manage the classroom and facilitate learning
can vary wide in terminology, purpose and execution, the following
representative examples taken from.
· Teach
like a champion: 49 techniques that put students on the path to college by Dong
Lemon-will provide a brief introduction to a few basic classroom management techniques.
Using a wide variety and physical reactions to student’s misbehaviour, such as
moving closer to students and using a physical one, such as finger to the lips,
to point out in appropriate behaviour. Talk informally with
Classroom management techniques.
Making eye contact with each student. Teacher can make an
eye contact with students.
Teach students your expectation.
Get and keep students your expectation.
Maintain a high rate of positive
teacher/student interaction.
Respond none coercively to inappropriate
significant behaviour.
Maintain a high rate of risk-free student
response opportunities. Answering a difficult question or helping a peer.
Nonverbal Interaction is
when teacher establishes eye contact or make gestures that let students know
they are off task, not paying attention or misbehave.
Positive Group Correction is
a quick affirming verbal reminder that lets a group of students know what they
should be doing.
· Anonymous
Individual Correction, a verbal reminder that is directed at
an anonymous student; Private.
· Individual
correction, a reminder given to an individual student as what to do
instead of what not to do.
Do it again is used when students do not
perform a basic task correctly, and the teacher ask them to do it again the
correct way.
· Entry
Routine is a technique in which teachers establishes a consistent, daily
routine that begins as soon as students enter the classroom.
· Do
Now is a brief written activity that students are given as soon as they arrive
in the classroom.
· Tight
transactions is a technique in which teachers establish transition routines
that students learn and can execute quickly and repeatedly without much
directions from a teacher.
· Seat
signals is a technique in which students use nonverbal signals while seated to
indicate that they need something, such as a new pencil, a restroom break, or
help with a problem.
· Props
is the act of publicly recognising and praising students who have done
something good
CONCLUSION
· Develop caring,supporting
relationship with and among students.
· Promote the developments of students
and social skills
· and self –regulations
· Student organization become easy for
teaching.
· Learning which would include such
factors it behaviour a positive attitudude .
· Classroom filled with students who
are not working or
· Paying attention.
· Effective teacher tend to display
strong classroom
REFERENCE
Sharma
R.S., (1975).Modern Science Teaching.Dhanpat Rai &Sons,New Delhi.
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