classroom management

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CLASSROOM MANAGEMENTCLASSROOM MANAGEMENT

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COURSE DESCRIPTIONCOURSE DESCRIPTION

Provide the students with knowledge Provide the students with knowledge of principles of classroom of principles of classroom management in teaching: creating management in teaching: creating comfortable classroom atmosphere, comfortable classroom atmosphere, solving students’ managerialsolving students’ managerial and and instructionalinstructional problem problemss, principles of , principles of teaching (opening, motivating, teaching (opening, motivating, encouraging, closing, etc), and encouraging, closing, etc), and developing effective communication developing effective communication skills. skills.

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COURSE DESCRIPTIONCOURSE DESCRIPTION

This course also gives students This course also gives students opportunity to do a classopportunity to do a classroomroom observation and arrangobservation and arrangee meetings meetings with school counselor to get the with school counselor to get the experience in analyzing how to experience in analyzing how to manage a class and howmanage a class and how to to identify identify and give solution to student’s and give solution to student’s problemproblemss in real life. in real life.

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A good class A good class managermanager

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CONTENTCONTENT

Classroom activitiesClassroom activities Instruction and ManagementInstruction and Management Perspectives of CMPerspectives of CM Definition of CMDefinition of CM CM approachesCM approaches Elements of Effective CMElements of Effective CM PlanningPlanning A good start (establishing rules, providing clear directions)A good start (establishing rules, providing clear directions) Monitoring classroom environmentMonitoring classroom environment Managing InteruptionsManaging Interuptions Management systemManagement system Teacher’s attitudesTeacher’s attitudes RecommendationsRecommendations Self disciplineSelf discipline Maslow’s hierachy of needsMaslow’s hierachy of needs

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CCLASSROOMLASSROOM A ACTIVITIESCTIVITIES

ClassroomClassroomActivitiesActivities

ManagementInstruction

InstructionalProblem

ManagerialProblem

InstructionalSolution

ManagerialSolution

Teacher

? ?

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INSTRUCTION AND MANAGEMENTINSTRUCTION AND MANAGEMENT

INSTRUCTIONAL ACTIVITIES: Facilitating the INSTRUCTIONAL ACTIVITIES: Facilitating the student’s achievement of specific student’s achievement of specific educational objectives.educational objectives.

Examples: Diagnosing student needs, Examples: Diagnosing student needs, planning lessons, presenting information, planning lessons, presenting information, asking questions, and evaluating student asking questions, and evaluating student progress.progress.

MANAGERIAL ACTIVITIES: Creating and MANAGERIAL ACTIVITIES: Creating and maintaining conditions in which instruction maintaining conditions in which instruction can take place effectively and efficiently. can take place effectively and efficiently.

Examples: Developing teacher-student Examples: Developing teacher-student rapport, and establishing productive group rapport, and establishing productive group norms.norms.

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Classroom Management in PerspectiveClassroom Management in Perspective

The concept of management is broader than The concept of management is broader than the notion of student discipline. It includes all the notion of student discipline. It includes all the things teachers must do to foster student the things teachers must do to foster student involvement and cooperation in classroom involvement and cooperation in classroom activities and to establish a productive working activities and to establish a productive working environment.environment.

The findings show that teachers who approach The findings show that teachers who approach classroom management as a process of classroom management as a process of establishing and maintaining effective learning establishing and maintaining effective learning environment tend to be more successful than environment tend to be more successful than teachers who place more empteachers who place more emphhasis on their asis on their roles as authority figures or disciplinarians.roles as authority figures or disciplinarians.

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Definitions of Classroom ManagementDefinitions of Classroom Management

Classroom Management is set of activities Classroom Management is set of activities by which the teacher establishes and by which the teacher establishes and maintains those classroom conditions maintains those classroom conditions which facilitate effective and efficient which facilitate effective and efficient instruction.instruction.

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CLASSROOM MANAGEMENT APPROACHESCLASSROOM MANAGEMENT APPROACHES

1.1. AUTHORITARIAN CLASSROOM AUTHORITARIAN CLASSROOM MANAGEMENT APPROACHMANAGEMENT APPROACH

2.2. INTIMIDATION APPROACHINTIMIDATION APPROACH

3.3. PERMISSIVE APPROACHPERMISSIVE APPROACH

4.4. COOKBOOK APPROACHCOOKBOOK APPROACH

5.5. INSTRUCTIONAL APPROACHINSTRUCTIONAL APPROACH

6.6. BEHAVIOR-MODIFICATION APPROACHBEHAVIOR-MODIFICATION APPROACH

7.7. SOCIOEMOTIONAL-CLIMATE APPROACHSOCIOEMOTIONAL-CLIMATE APPROACH

8.8. GROUP-PROCESS APPROACHGROUP-PROCESS APPROACH

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AUTHORITARIAN APPROACHAUTHORITARIAN APPROACH

MANAGERIAL PROCESS:MANAGERIAL PROCESS: Student behavior is Student behavior is controlledcontrolled by the teacher. by the teacher.

TEACHER’S ROLES:TEACHER’S ROLES: Establishing and Establishing and maintaining order in the class through the maintaining order in the class through the use of use of controlling strategiescontrolling strategies..

TEACHETEACHERR’S GOAL:’S GOAL: ControllingControlling student student behavior.behavior.

TEACHER’S STRATEGIES:TEACHER’S STRATEGIES: (1) Establishing (1) Establishing and enforcing rules; (2) Issuing commands; and enforcing rules; (2) Issuing commands; (3) Utilizing mild desists (soft reprimand) ; (3) Utilizing mild desists (soft reprimand) ; (4) Utilizing proximity control; and (5) (4) Utilizing proximity control; and (5) Utilizing isolation. Utilizing isolation.

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INTIMIDATION APPROACHINTIMIDATION APPROACH MANAGERIAL PROCESS:MANAGERIAL PROCESS: Process of Process of

controlling student behavior through controlling student behavior through the use of intimidating teacher the use of intimidating teacher behavior.behavior.

TEACHER’S ROLES:TEACHER’S ROLES: Forcing students Forcing students to behave according to the teacher’s to behave according to the teacher’s dictates.dictates.

Examples:Examples: Punitive, threatening, Punitive, threatening, dominative, and pressuring practices.dominative, and pressuring practices.

RESULTS:RESULTS: Temporary solutions Temporary solutions followed by greater problems. followed by greater problems. Problem’s symptoms only.Problem’s symptoms only.

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PERMISSIVE APPROACHPERMISSIVE APPROACH

MANAGERIAL PROCESS: MANAGERIAL PROCESS: The The students’ students’ freedom has to be maximizedfreedom has to be maximized as much as as much as possible.possible.

TEACHER’S ROLES: TEACHER’S ROLES: To promote the To promote the freedom of students and thereby to foster freedom of students and thereby to foster their natural development. To encourage their natural development. To encourage students to express themselves freely so students to express themselves freely so that they can reach their fullest potential.that they can reach their fullest potential.

ATTENTION:ATTENTION: School and classroom are social School and classroom are social system. Students are expected to exhibit system. Students are expected to exhibit socially acceptable behavior. socially acceptable behavior.

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COOKBOOK APPROACHCOOKBOOK APPROACH

COOKBOOK APPROACH:COOKBOOK APPROACH: Bag-of-tricksBag-of-tricks MANAGERIAL APPROACH: MANAGERIAL APPROACH: The form of The form of

recommendations touted as remedies for recommendations touted as remedies for all managerial ills.all managerial ills.

Descriptions: Descriptions: Lists of things-dos/always Lists of things-dos/always and don’ts/neverand don’ts/never

EXAMPLE:EXAMPLE: Seven Ways to Improve student Seven Ways to Improve student behavior,behavior, (1) Always reprimand a student in (1) Always reprimand a student in private;private;

(2) Always be firm and fair when dealing (2) Always be firm and fair when dealing with students.with students.

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INSTRUCTIONAL APPROACHINSTRUCTIONAL APPROACH

ARGUMENT:ARGUMENT: Effective management is Effective management is the result of quality instructional the result of quality instructional planning (good lessons).planning (good lessons).

WAR CRY:WAR CRY: “Make your lessons “Make your lessons interesting.”interesting.”

TEACHER’S ROLES:TEACHER’S ROLES: To carefully plan To carefully plan good lessons; To provide students with good lessons; To provide students with a reasonable opportunity to be a reasonable opportunity to be successful; To gain and hold the interest successful; To gain and hold the interest of students; To motivate students.of students; To motivate students.

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Two central managerial goals:Two central managerial goals: (1) (1) Preventing managerial problems, and Preventing managerial problems, and (2) Solving managerial problems.(2) Solving managerial problems.

Well-designed and well-implemented Well-designed and well-implemented instructional activitiesinstructional activities as Primary as Primary factor in preventing managerial factor in preventing managerial problems.problems.

9 Instruction managerial activities:9 Instruction managerial activities: (1) Providing interesting, relevant, (1) Providing interesting, relevant, and appropriate curriculum and and appropriate curriculum and instruction; (2) Employing effective instruction; (2) Employing effective movement management;movement management;

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(3) Establishing classroom routines; (3) Establishing classroom routines; (4) Giving clear direction; (5) Utilizing (4) Giving clear direction; (5) Utilizing interest boosting; (6) Providing interest boosting; (6) Providing hurdle help; (7) Planning for hurdle help; (7) Planning for environmental changes; (8) Planning environmental changes; (8) Planning and modifying the classroom and modifying the classroom environment; and (9) Restructuring environment; and (9) Restructuring the situationthe situation

Instructional managerial behaviors Instructional managerial behaviors are effective in dealing with only very are effective in dealing with only very minor of student misbehavior.minor of student misbehavior.

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BEHAVIOR-MODIFICATION APPROACHBEHAVIOR-MODIFICATION APPROACH

Its major principle: Behavior is Its major principle: Behavior is learned (appropriate or inappropriate learned (appropriate or inappropriate behavior).behavior).

Learning is largely influenced by Learning is largely influenced by events in the environment.events in the environment.

4 basic principles of learning as 4 basic principles of learning as Influencing human behavior: (1) Influencing human behavior: (1) Positive reinforcement, (2) Positive reinforcement, (2) Punishment, (3) Extinction, and (4) Punishment, (3) Extinction, and (4) Negative reinforcement. Negative reinforcement.

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FOUR BASIC CATEGORIES OF FOUR BASIC CATEGORIES OF CONSEQUENCIESCONSEQUENCIES

““The frequency of a particular behavior The frequency of a particular behavior depends on the nature of the consequence depends on the nature of the consequence following the behavior.”following the behavior.”

When a reward is introduced When a reward is introduced - - Positive ReinforcementPositive Reinforcement

When a reward is removedWhen a reward is removed – – Extinction or time outExtinction or time out

When a punishment is introducedWhen a punishment is introduced - - PunishmentPunishment

When a punishment is removedWhen a punishment is removed – – Negative ReinforcementNegative Reinforcement

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SOCIOEMOTIONAL-CLIMATESOCIOEMOTIONAL-CLIMATE

INTERPERSONAL RELATIONSHIPS ARE VERY INTERPERSONAL RELATIONSHIPS ARE VERY IMPORTANT.IMPORTANT.

EFFECTIVE CM IS A FUNCTION OF POSITIVE EFFECTIVE CM IS A FUNCTION OF POSITIVE TEACHER-STUDENT RELATIONSHIPS.TEACHER-STUDENT RELATIONSHIPS.

THE CENTRAL MANAGERIAL TASK OF THE THE CENTRAL MANAGERIAL TASK OF THE TEACHER IS TO BUILD POSITIVE TEACHER IS TO BUILD POSITIVE INTERPERSONAL RELATIONSHIPS AND TO INTERPERSONAL RELATIONSHIPS AND TO PROMOTE A POSITIVE SOCIOEMOTIONAL PROMOTE A POSITIVE SOCIOEMOTIONAL CLIMATE.CLIMATE.

THE FACILITATION OF SIGNIFICANT THE FACILITATION OF SIGNIFICANT LEARNING IS A FUNCTION OF ATTITUDINAL LEARNING IS A FUNCTION OF ATTITUDINAL QUALITIES.QUALITIES.

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ATTITUDES FOR FACILITATING ATTITUDES FOR FACILITATING STUDENTS’ LEARNINGSTUDENTS’ LEARNING

FREEDOM TO LEARNFREEDOM TO LEARNCARL R. ROGERS (1969)CARL R. ROGERS (1969)

COMMUNICATING REALNESSCOMMUNICATING REALNESS COMMUNICATING ACCEPTANCECOMMUNICATING ACCEPTANCE COMMUNICATING EMPATHIC COMMUNICATING EMPATHIC

UNDERSTANDINGUNDERSTANDING UTILIZING EFFECTIVE COMMUNICATIONUTILIZING EFFECTIVE COMMUNICATION UTILIZING REALITY THERAPYUTILIZING REALITY THERAPY DEVELOPING A DEMOCRATIC CLASSROOMDEVELOPING A DEMOCRATIC CLASSROOM EMPLOYING LOGICAL CONSEQUENCESEMPLOYING LOGICAL CONSEQUENCES

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COMMUNICATING REALNESSCOMMUNICATING REALNESS REALNESS IS AN EXPRESSION OF THE TEACHER REALNESS IS AN EXPRESSION OF THE TEACHER

BEING HIMSELF.BEING HIMSELF. THE TEACHER ACCEPTS AND ACTS ON HIS THE TEACHER ACCEPTS AND ACTS ON HIS

FEELINGS.FEELINGS. THE TEACHER’S BEHAVIOR IS CONGRUENT WITH THE TEACHER’S BEHAVIOR IS CONGRUENT WITH

HIS FEELINGS (THE TEACHER IS GENUINE).HIS FEELINGS (THE TEACHER IS GENUINE). THE ESTABLISHMENT OF POSITIVE THE ESTABLISHMENT OF POSITIVE

INTERPERSONAL RELATIONSHIPS AND CLIMATE IS INTERPERSONAL RELATIONSHIPS AND CLIMATE IS ENHANCED BY THE TEACHER’S ABILITY TO ENHANCED BY THE TEACHER’S ABILITY TO DISPLAY REALNESS.DISPLAY REALNESS.

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COMMUNICATING ACCEPTANCE COMMUNICATING ACCEPTANCE

ACCEPTANCE IS AN EXPRESSION OF A ACCEPTANCE IS AN EXPRESSION OF A EBASIC TRUST THAT THE STUDENT IS EBASIC TRUST THAT THE STUDENT IS TRUSTWORTHY.TRUSTWORTHY.

THE TEACHER DISPLAYS CONFIDENCE AND THE TEACHER DISPLAYS CONFIDENCE AND TRUST IN THE STUDENT’S ABILITY AND TRUST IN THE STUDENT’S ABILITY AND POTENTIAL.POTENTIAL.

THE TEAHER CARES, PRIZES, AND TRUSTS THE TEAHER CARES, PRIZES, AND TRUSTS THE STUDENT. THE STUDENT.

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COMMUNICATING EMPATHIC UNDERSTANDINGCOMMUNICATING EMPATHIC UNDERSTANDING

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THE GOALS OF MISBEHAVIORTHE GOALS OF MISBEHAVIOR

Student’sStudent’s

Faulty BeliefFaulty BeliefStudent’sStudent’s

GoalsGoalsTeacher’s Teacher’s Feeling and Feeling and ReactionReaction

Student’s Student’s Response to Response to Teacher’s Teacher’s attempts at attempts at Correction Correction

Alternatives Alternatives for Teachers.for Teachers.

I belong only I belong only when I am when I am being noticed being noticed or served.or served.

ATTENTIONATTENTION

Feeling:Feeling: AnnoyedAnnoyed

REACTION:REACTION:

Tendency toTendency to

Remind and Remind and coaxcoax

Temporary Temporary stops stops misbehavior. misbehavior. Later resumes Later resumes same behavior same behavior or disturbs in or disturbs in another way another way

Ignore Ignore misbehavior misbehavior when possible. when possible. Give attention for Give attention for positive behavior positive behavior when child is not when child is not making a bid of making a bid of it. Avoid undue it. Avoid undue service. Realize service. Realize that reminding, that reminding, punishing, punishing, rewarding, rewarding, coaxing, and coaxing, and service are service are undue attention.undue attention.

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I belong only I belong only when I am in when I am in control or I am control or I am boss or when i boss or when i am proving no am proving no one can boss one can boss me!me!

POWERPOWER

Feeling:Feeling:

Angry, Angry, provoked; as provoked; as if one’s if one’s authority is authority is threatened.threatened.

REACTION:REACTION:

Tendency to Tendency to fight or to fight or to give in.give in.

Active- or Active- or passive- passive- aggresive aggresive misbehaviors misbehaviors is intensified, is intensified, or child or child submits with submits with “defiant “defiant compliance.”compliance.”

Withdraw from Withdraw from conflict. Help conflict. Help child see how to child see how to use power use power contructively by contructively by appealing for appealing for child’s help help child’s help help and enlisting and enlisting cooperation. cooperation. Realize that Realize that fighting or giving fighting or giving in only increases in only increases child’s desire for child’s desire for power.power.

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I belong only I belong only by hurting by hurting others as i feel others as i feel hurt. I cannot hurt. I cannot belovedbeloved

REVENGEREVENGE

Feeling:Feeling:

Deeply hurt.Deeply hurt.

REACTION:REACTION:

RetaliateRetaliate

Seeks further Seeks further revenge by revenge by intensifying intensifying misbehavior misbehavior or choosing or choosing another another weaponweapon

Avoid feeling Avoid feeling hurt. Avoid hurt. Avoid punishment and punishment and retaliation. Build retaliation. Build trusting trusting relataliation. relataliation. Build trusting Build trusting relationship; relationship; convince child convince child that she or he is that she or he is loved loved

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I belong only I belong only by convincing by convincing others not to others not to expect any-expect any-thing from me. thing from me. I am unable; I I am unable; I am hopless.am hopless.

DISPLAY DISPLAY INADEQUACYINADEQUACY

Feeling:Feeling:

Despair; Despair; hopelessnesshopelessness. “I give up”.. “I give up”.

REACTION:REACTION:

Tendency to Tendency to agree with agree with child that child that nothing can nothing can be donebe done

Passively Passively responds or responds or fails to respond fails to respond to whatever is to whatever is done. Shows done. Shows no no improvement.improvement.

Stop all criticism. Stop all criticism. Encourage any Encourage any positive attempt, positive attempt, no matter how no matter how small; focus on small; focus on assets. Above all, assets. Above all, don’t be hooked don’t be hooked into pity, and into pity, and don’t give up.don’t give up.

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SEVEN KEY ELEMENTS OF EFFECTIVESEVEN KEY ELEMENTS OF EFFECTIVECLASSROOM MANAGEMENTCLASSROOM MANAGEMENT

1.1. PlanningPlanning

2.2. Establishing Usable RulesEstablishing Usable Rules

3.3. Getting Off to a Good StartGetting Off to a Good Start

4.4. Providing Clear DirectionsProviding Clear Directions

5.5. Monitoring the Classroom EnvironmentMonitoring the Classroom Environment

6.6. Keeping Records EfficientlyKeeping Records Efficiently

7.7. Creating Strategies for Managing Creating Strategies for Managing InterruptionsInterruptions

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PLANNINGPLANNING

Effective teachers plan ahead and critique Effective teachers plan ahead and critique their lessons.their lessons.

Students’academic achievement can be Students’academic achievement can be promoted through teachers’ planned and promoted through teachers’ planned and communicated expectations.communicated expectations.

Well-prepared teachers keep lessons Well-prepared teachers keep lessons moving at a brisk pace without ignoring moving at a brisk pace without ignoring students’ difficulties.students’ difficulties.

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ESTABLISHING USABLE RULESESTABLISHING USABLE RULES

The purpose of rules is to enhance The purpose of rules is to enhance students’ academic and social students’ academic and social achievement.achievement.

Effective managers teach students Effective managers teach students how to follow rules and procedures.how to follow rules and procedures.

State rules clearly and enforce them State rules clearly and enforce them consistently.consistently.

Simplicity is the hallmark of effective Simplicity is the hallmark of effective rulesrules

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GETTING OFF TO A GOOD STARTGETTING OFF TO A GOOD START

Classroom procedures should be Classroom procedures should be discussed with the students at the discussed with the students at the beginning of the school year.beginning of the school year.

Provide opportunities for students to Provide opportunities for students to practice them to ensure practice them to ensure understanding.understanding.

State your expectations State your expectations frequentlyfrequently and give students and give students positivepositive feedback. feedback.

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PROVIDING CLEAR DIRECTIONSPROVIDING CLEAR DIRECTIONS

Giving directions is a clear part of a Giving directions is a clear part of a teacher function.teacher function.

Directions must be clear and Directions must be clear and succinct.succinct.

Give the directions in a positive form.Give the directions in a positive form. Provide the students with a Provide the students with a

constructive alternative.constructive alternative.

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MONITORING THE CLASSROOM MONITORING THE CLASSROOM ENVIRONMENTENVIRONMENT

Effective teachers monitor student Effective teachers monitor student behavior in the classroom.behavior in the classroom.

Room arrangement is an important Room arrangement is an important part of a monitoring strategy.part of a monitoring strategy.

Two critical aspects of room Two critical aspects of room arrangement: (1) your ability to see arrangement: (1) your ability to see all students, (2) the circulation all students, (2) the circulation patterns you establishedpatterns you established

Questioning for monitoring strategiesQuestioning for monitoring strategies

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MONITORING THE CLASSROOM MONITORING THE CLASSROOM ENVIRONMENTENVIRONMENT

Monitor Monitor students’ seatworkstudents’ seatwork and make and make needed adjustment.needed adjustment. (Arrange the (Arrange the classroom for classroom for efficient movementefficient movement).).

Monitor seatwork by Monitor seatwork by moving aroundmoving around the the room sroom syyststeematicalmaticallly.y.

Keep contact with individual students Keep contact with individual students relatively shortrelatively short..

Have students Have students work togetherwork together during during seatwork.seatwork.

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CONDUSSIVE SEATING ARRANGEMENTCONDUSSIVE SEATING ARRANGEMENT

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Creating Strategies for Managing Creating Strategies for Managing InterruptionsInterruptions

30% of instructional day is lost to 30% of instructional day is lost to anticipated and unanticipated anticipated and unanticipated interruptions.interruptions.

Lost time has a negative impact on Lost time has a negative impact on student academic achievement and student academic achievement and creatcreatees the conditions for student s the conditions for student behavior problems.behavior problems.

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Anticipated and Unanticipated Anticipated and Unanticipated Interruptions.Interruptions.

AnticipatedAnticipated Transitions b/w and Transitions b/w and

during instructional during instructional episodesepisodes

Equipment setupEquipment setup Materials Materials

distribution/collectiondistribution/collection Changing from Changing from

teacher-to-student teacher-to-student centered activitycentered activity

Beginning/end of classBeginning/end of class

UnanticipatedUnanticipated Student illnessStudent illness VisitorsVisitors AnnouncementsAnnouncements Student behavioral Student behavioral

problemsproblems Equipment Equipment

malfunctionsmalfunctions Materials shortagesMaterials shortages Invitation, etcInvitation, etc

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A Continuum of Management A Continuum of Management SystemsSystems

Self-DisciplineSelf-Discipline with a focus on Reality with a focus on Reality TherapyTherapy

The basic human’s need is identity-the The basic human’s need is identity-the feelings of distinctiveness and worthiness.feelings of distinctiveness and worthiness.

Developing social responsibility and Developing social responsibility and feelings of self-worth are needed for a feelings of self-worth are needed for a success identity.success identity.

They are the result of the student They are the result of the student developing a good relationship with developing a good relationship with others.others.

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TEACHER’S MOST IMPORTANT TEACHER’S MOST IMPORTANT ATTITUDES IN FACILITATING LEARNINGATTITUDES IN FACILITATING LEARNING

Significant learning is largely a function of Significant learning is largely a function of certain attitudinal qualities in the certain attitudinal qualities in the interpersonal relationship b/w the teacher interpersonal relationship b/w the teacher and the student.and the student.

Effective Teacher-Student and Student-Effective Teacher-Student and Student-Student RelationshipStudent Relationship

Teacher needs to adopt the following Teacher needs to adopt the following attitudes: attitudes: Realness,Realness,Genuineness, Genuineness, EmpathyEmpathy toward the students, toward the students, Acceptance and Trust of the studentsAcceptance and Trust of the students

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Realness (Realness (GenuinenessGenuineness)) : an : an expression of the teacher being expression of the teacher being himself or herselfhimself or herself

The teacher’s behavior is congruent The teacher’s behavior is congruent with his or her feelings.with his or her feelings.

AcceptanceAcceptance: an expression of basic : an expression of basic trust-a belief that the student is trust-a belief that the student is trustworthy.trustworthy.

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Empathic understandingEmpathic understanding: an : an expression of the teacher’s ability to expression of the teacher’s ability to understand the students from the understand the students from the student’s point of view.student’s point of view.

It is a It is a sensitive awarenesssensitive awareness of the of the student’s feelings.student’s feelings.

Realness, Acceptance, and EmpathyRealness, Acceptance, and Empathy are crucial to the rapport-building are crucial to the rapport-building process.process.

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SUMMARY SUMMARY OF THE RECOMMENDATIONSOF THE RECOMMENDATIONS

Address the student’s situation.Address the student’s situation. Express your feelings about the situation.Express your feelings about the situation. Express authentic and genuine feelings that Express authentic and genuine feelings that

promote student understanding.promote student understanding. Diminish hostility by inviting cooperation.Diminish hostility by inviting cooperation. Recognize, accept, and respect the Recognize, accept, and respect the

student’s ideas and feelingsstudent’s ideas and feelings Provide guidence, Provide guidence, NOTNOT criticism. criticism. Avoid questions and comments that are Avoid questions and comments that are

likely to incite resentment.likely to incite resentment. Listen to the students and encourage them Listen to the students and encourage them

to express their ideas and feelings.to express their ideas and feelings.

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SELF-DISCIPLINESELF-DISCIPLINE

Positive perspective and positive Positive perspective and positive expectationsexpectations

Through Through positive regardpositive regard, self-, self-discipline is expected and achieved discipline is expected and achieved by students.by students.

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Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs

Maslow’s humanistic approach is Maslow’s humanistic approach is known “known “Hierarchy of NeedsHierarchy of Needs.”.”

Individual behaviorIndividual behavior is determined is determined by his or herby his or her needs needs..

Using Maslow’s ideas, you must truly Using Maslow’s ideas, you must truly believe in your student.believe in your student.

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Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs

1. Physiological Needs1. Physiological Needs

2. Safety and Security2. Safety and Security

3. Love and Belonging3. Love and Belonging

4. Self-Esteem4. Self-Esteem

5. Self-Actualization5. Self-Actualization

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Examples Examples of of Maslow’s Hierarchy of Maslow’s Hierarchy of NeedsNeeds

A A hungry studenthungry student will have a hard will have a hard time focusing on learning skills.time focusing on learning skills.

A student A student feels freefeels free to ask his to ask his teacher questions.teacher questions.

A student A student likeslikes the teacher. the teacher. A student A student feels involvedfeels involved in the class. in the class. A student A student can usecan use what he learns in what he learns in

school.school.

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A good teacher is a good A good teacher is a good managermanager

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Thank you so muchThank you so much

classroom management

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classroom activitiesclassroo

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management perspectives

concept of management

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students managerial