A test I designed for students of IB Higher Level Business ManagementFull description
Classroom management is one of the crucial factors that influence teaching and learning. This research has focused on a variety of the best strategies and practices of classroom management in a global approach. The findings of this study showed that
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Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on th
Managing a Classroom Efectively… Carol Bush Educational Consultant
S
Today’s T oday’s agenda…
Characteristics o an Efective Teacher
Managing a Classroom Efectively
Purposeul Planning and Time Management
Establishing Procedures and outines
Establishing ules and Managing !iscipline
"hat #e $no# no#…
esearch has sho#n us that teachers% actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum& assessment& staf collegiality& and community involvement 'Mar(ano& )**+,
So #hat are the characteristics o an efective teacher
Brainstorm #hat you believe to be the characteristics characteri stics o an efectiv efective e teacher teacher.. "rite one idea per post/it note0
Place each post/it note on the chart paper.
Together #ith your Together your table& categori(e categori(e the post/its into common themes.
Efective teachers…
Possess classroom management s$ills Teach T each or lesson mastery mastery Maintain high& positive e1pectations
"hat is classroom managementClassroom management is all o the things that a teacher does to organi(e students& space& time and materials so that instruction in content and student learning can ta$e place. '"ong& '" ong& 2334, 2 334,
5dentiying 5denti ying the components o classroom management…
Purposeul Planning and Time Management
Establishing Procedures and outines
Establishing ules and Managing !iscipline
Purposeul Planning 6 Time T ime Management
5nviting classroom environment Time T ime management management
Solid lesson structure
Engaging classroom activities
5nviting Classroom Environment
Seating arrangements vs. seating assignments
Physical space
7ccess to materials
8ree o clutter
"all space
Posters are clearly mar$ed
Pertain to intended learning
"or$ area and materials
e9uired e9uir ed materials are ready and available
Time T ime Management Multiply your minutes…
# of transitions per class
Time it would take if each transition is 2 min…
2
!
Time it would take if each transition is 30 sec…
!
Time saved per day…
!
Time saved per week…
!
Time saved per year (180
!
Time T ime Management Multiply your minutes…
# of transitions per class
Time it would take if each transition is 2 min…
Time it would take if each transition is 30 sec…
Time saved per day…
2
" min
1 min
3 min per day
1 min per week
"0 min per year
Time saved per week… Time saved per year (180
'2+.: ;*/min classes,
Solid =esson Structure $esson %tructure
"0 mi min cla clas ss /0 min min class
&lear o'ective(s
)o now*
min 10 min
Mini+lesson
1 min min 20 min min
,uided practice
10 min min 1 min min
-ndependent practice
10 min min 1 min min
.ssessment
m'eddedm'edded
Clear >b?ective's,
Begin #ith the end in mind
=et the ob?ective drive your decisions about instructional delivery
Clearly state the ob?ective or students and post it in the room
>b?ective's, should be speci@c& s$ill oriented& and measurable
!o no#0
7 ocused #ay to invest your students in the learning that is about to ta$e place… a spar$0
Auic$ ':/2* min,
elated to the ob?ective
Clearly e1plained on the board so students $no# e1actly #hat to do
sually #or$ed into beginning classroom procedure
Mini/lesson
ey concepts are presented in the mini/lesson Teacher’s opportunity Teacher’s opportunity to instruct and shar share e speci@c inormation and details
elated to the ob?ective
Cru1 o the instruction
Teacher has anticipated #hat Teacher #hat students #ill be be doing during instructional delivery and has
Duided Practice
Teacher T eacher shares shares models models and e1 e1emplars emplars
Students criti9ue samples
elated to the ob?ective
Teacher T eacher models models thought thought process process Students are not yet doing the #or$ on their o#n
5ndependent Practice
Students have the opportunity to apply the s$ills they’ve been learning
elated to the ob?ective
Teacher pro Teacher pro1imity is paramount paramount to $eep $eeping ing students on tas$
7ssessment
Based on the ob?ective or the lesson
Must assess each student
5ndicates i intended learning occurred
Engaging Classroom 7ctivities
Based on the ob?ective or the lesson
Promotes time on tas$
Students are actively engaged
7ctivities are varied
E1tension activities are included 'pacing,
Establishing Procedures 6 outines 7 smooth/running smooth/running class is the responsibility responsibility o the teacher& and it is the result o the teacher’s ability to teach procedures. '"ong& 2334,
Procedures vs. outines
Proced Pr ocedur ure e "ha "hatt the teach teacher er #ants #ants done. done. outine
"hat the students do automatical automatically ly..
"hy are procedures procedures so important
Procedures are a #ay o lie.
Brushing your teeth
7pproaching a signal light
Mailing a letter
Boarding a plane
Classrooms have procedures too0
EnteringFleaving the classroom
7s$ing a 9uestion
Ganding in assignments
Students accept and #ant procedures0
Provide security
7ns#er 9uestions such as…
Go# to head a paper
Go# to sharpen a pencil
Go# to as$ or help
Go# to turn the computer on
"hat to do #hen the bell rings
"hat to do #hen you @nish early
"hat procedures do you useBrainstorm as many procedures procedures as you can c an thin$ o or one o the th e ollo#ing classroom activities and record recor d them on the chart paper provided.
Procedure or the start o the period
Procedure or 9uieting a class
Procedure or see$ing help
Procedure Pr ocedure or handing in papers
7 three/step approach to teaching procedures…
E1plain E1plain the procedure clearly and demonstrate it step/by/step
ehearse ehearse the procedure until it becomes a routine. This means intenti intentionally onally practicing the procedure.
einorce Continue to reinorce the correct correct e1ecution o the procedure so students $eep it resh in their minds.
Establishing Procedures 6 outines The number number one problem problem in the classr classroom oom is not not disciplineH it is the lac$ o procedures and routines.
Procedures vs. !iscipline
There are There are t#o main diferences diferences bet#een procedures and discipline. P>CE!ES Concern ho# things are ) !5SC5P=5IE Concerns ho# students 4.5 P>CE!ES Gave penalties or re#ards !5C5P=5IE 4.% penalties and re#ards
Establishing ules 6 Managing !iscipline
Basic structure or a discipline plan
ules J "hat the e1pected behaviors are.
Conse9uences J "hat the student chooses to accept i a rule is bro$en.
e#ards J "hat the student receives or appropriate behavior.
Share the discipline plan #ith students and parents the @rst day o school
Establishing the rules…
ules set the limits
ules should prevent or encourage speci@c behaviors I>T academics
ules should be limited to +/: 'only the most important,
There are are t#o $inds o rules general and speci@c
ules should be stated positively #henever possible
ules should be clearly posted prior to the start o school
Should students be involved in creating the rules
Student involvement must be limited
School#ide and district rules must be adhered to
Classroom rules essential to classr Classroom classroom oom instruction cannot be let to student discretion
Establishing the conse9uences
Can be positive or negative
Should be discreet #hen given out
Should be reasonable and logical
Should have parental support
Should have administrative support
More applicable to student involvement
=ogical and easonabl easonable e Conse9uences
8or each behavior& determine a logical conse9uence and an illogical conse9uence
Che#s gum Turns T urns in sloppy paper
"al$s in noisily
Passes paper in incorrectly
7rrives late
!oes not bring te1tboo$
!oes not bring pen or pencil
I>TE The conse9uences determined determined here #ould be an attempt attempt to correct the undesired behavior at various stages in the
Body language spea$s volumes…
8acial e1pressions
Body movements
Gand gestures
Pro1imity
"hat are your $ey ta$ea#ays
Purposeul Planning and Time Management
Establishing Procedures and outines
Establishing ules and Managing !iscipline
Auestions-
Carol Bush Proessional !evelopment Specialist Center or School 5mprovement and Proessional !evelopment >rleansFIiagara B>CES cbushKonboces.org