Seminar-Workshop On

POSITIVE CLASSROOM

MANAGEMENT and BULLYING

By: Teacher Rosemarie U. Gabion

Seminar ObjectivesAdopt positive

classroom management strategies and practices; and

Develop and enhance classroom management skills

as sound foundation of effective teaching and

learning

Warm-Up

Gummy Bear Dance

Workshop 1:

Group yourselves according to the

number of years in serving the school…..

Group 1 = 1-2 years Group 2 = 3-5 years Group 3 = 6 years & above

Workshop 1:

My Best and Worst

Teacher

One selling

and

One setting

down

One being a good

communicator

Being a Motiv

ator

vs.

Being Threatening

Teaches in

few

minutes

2x4x8

Stages of TeachingKevin Ryan, The Induction of New Teachers

Fantasy Stage

Survival StageMastery Stage Impact Stage

Fantasy Stage

Neophyte teacher believes that all that is needed to succeed is to relate and be a friend to students Teaching means doing activities especially fun, fun, fun!

Survival Stage= Ineffective practices= Teaching is a job… paychecks

and vacation= Whining about world and

making excuses= Busy in giving works for

students to do= No accountability (in reporting the

truth to the school, parents, & community and facing it)

Survival Stage

“They make fun of professional development meetings and never have

developed professionally.”

Mastery Stage

Students success Effective practices High expectations Professional readings and meetings

Accountability Problem solver

Impact Stage Affect lives Go beyond mastery

The E-teacherEffective – achieving goals

Efficient – accomplishes things with the maximum use of resources

Excellent – seeks to do more, the better

Major Areas of Expertise for

E-Teachers

Understanding of student’s sociological background

Classroom management

Knowledge of subject matter

Knowledge of pedagogy

What are the roles of a teacher?

Teacher’s Role

Parent

Leader

Mentor

Friend

FacilitatorCounselorManager

Etc.

T’s Functions Organized in 3 Roles

1. making wise choices about

the most effective

instructional strategies to

employ

2. designing

classroom

curriculum to

facilitate

student

learning, and

3. making effective use of classroom management techniques

What is Classroom Manageme

nt?

What is Classroom

Management?

Classroom

Management

Materials

Instruction

Policies and

Procedures

Time

Behavior

Layout

Instructional strategies

that contribute to

students behavior

Techniques for changing

student misbehaviors & teaching

self-discipline

(Mannings & Bucher, 2007)

Techniques to maximize student

engagement in academic

activities, not merely to minimize

misconduct (Brophy, 1988)

Eliciting the cooperation of

students in minimizing

misconduct so that worthwhile

academic activities are

occuring continuouslyProvision of procedures is necessary to

create & maintain an environment in which teaching &

learning can occur (Duke 1987)

Organizing students, space,

time, materials so that instruction & learning can take

place

The full range of teacher

efforts to oversee

classroom activities, including learning,

social interaction and student behaviour (Burden,

2005; Good & Brophy, 2006)

I. Definition of Classroom

Management consists of all of the teacher thoughts, plans, and actions that create an orderly environment and promote learning

are strategies that the teachers use to create a safe and orderly environment in the classroom

working with and through others to accomplish the organization’s goals (Randolph, 1985)

How to avoid

student’s misbehavior

?

Many of the emerging classroom management/discipline programs and principles are based

on the belief that when student’s basic needs are met, misbehavior

can be avoided.

How to avoid misbehavior?

As Classroom Managers, what do

teachers need to determine?

II. As Classroom manager, the teacher determines

the ff. :The kind of psycho-social climate that prevails in the classroom.

The kind of physical environment most conducive to learning (lighting, venatilation, and room appearance).The establishment of effective classroom procedures with efficiency and less cost of time and energy on both the teacher and the students.

What are the concepts of Classroom

Management?

III. Concepts on Classroom Management1. Careful thought, patient

attention to details and painstaking preparation have been the ingredients of any successful piece of teaching.

2. The key to successful school teaching lies in sound class management (James Dunhill)

3. Effective classroom management begins not from physical environment but from the teacher herself.

III. Concepts on Classroom Management

4. “ It is not an atom of use preaching the good life if you yourself are not the shining example. Do not be always right though or do not pretend to be always right if you’re not. The revelation to the pupils of an occasional fallibility may earn you their love and sympathy.”

“Let us practice what we preach.”

III. Concepts on Classroom Management5. The climate prevailing in the

classroom has considerable affect on student’s learning (Lindgwen, 1980: 390 mentioned by Bustos and Espiritu, 1996)

6. The climate in which the student works is determined by an orderly atmosphere and an attractive working environment )Lightfoof=t, 1983 mentioned by Reganit, 1998)

III. Concepts on Classroom Management7. Effective schools maximize the

time to learn.

8. Teachers tend to use the strategies that are congruent with what they believe.

9. All classrooms need rules and routines to function effectively. It should be taught in the first four days of the school (Leinhardt, Weidman and Hammond; 1991).

Workshop 2:

Each group must contain the 2 to 3

members according to the category below:

1-2 years 3-5 years 6 years & above

Workshop 2:

What are the inviting and disinviting behaviors of teachers?

Example of Encouraging Behaviors(Orstein, 1990)

Sample Situation: Student talks with a classmate

Teacher maintains eye contact indicating attention of student’s needs and or problems

Teacher calls students by their names.

Examples of Resctricting/Disinviting Behaviors

Sample Situation: Student talks with a classmate

Teacher pokes, slaps, or grabs students.

Teacher throw pieces of chalk to the misbahaving student.

Situation:

Teacher’s encouraging/inviting

behaviors (Intentional or Unintentional)

•

Teacher’s restricting/disinviting behaviors (Intentional

or Unintentional)

•

Management Components that

Demand our Attention1. Setting and maintaining realistic

classroom rules/limits- aim for CONSISTENCY- involve the students in

setting simple class rules- convey your expectations to

the children often, using a variety of t echniques

Management Components that

Demand our Attention2. Positive Reinforcement and

encouragement- Praise-encourage the efforts

of the child not of the teacher’s

3. Active listening- send children the message

that they are important enough to have the teacher’s individual attention (STOP, LOOK, LISTEN, RESPOND)

Management Components that

Demand our Attention4. Redirection

5. Logical and Natural consequences

6. Creative transition - these are connective tissues for creating a daily route that flows (songs, finger plays, poems that occur between the more structured parts of the day and help children make waiting fun, focus attention, and stimulate interest in upcoming events.)

Four Management Principles (Reganit, 1998)

1. Students follow rules when they understand and accept the rules.

2. Aim for maximizing time spent in productive work rather than stressing control behavior.

Four Management Principles (Reganit, 1998)

3. Establish self-control rather control by authority.

4. Problems are minimized when students are engaged in work that matches their interest and attitude.

Preventiv

e

Disciplin

e/

Management

(Dave W

iggins)

PRINCIPLES

1.Assess, clarify and

communicate needs and

expectations

PRINCIPLES

2. Create a warm and nurturing climate:

the classroom should be a place where

students feel welcome and at

home

- physical environment- treatment of students

should be with dignity and respect

- Esprit de corps = the teacher facilitates the development of togetherness

PRINCIPLES

3. Democratically develop a set of rules

and consequences

- should be agreed upon and understood by the class

- discuss logical consequences

- display the rules and consequences permanently

PRINCIPLES

4. Develop a daily routine yet remain

flexible.

5. Make learning more attractive and fun for students.

- provide genuine incentives-those that stimulating

- provide variety of seatwork- focus on students needs =

lessons should be relevant, strategies congruent to learning styles; activities should be fun

Supportive and

Correctiv

e

Discipline

1. Deal with misbehavior quickly, consistently and

respectfully.- use non-verbal communication =

body language, facial expressions. Gestures, eye contact and physical proximity to prevent escalation

- use appropriate and clear reminders/ request

- redirect misbehavior

1. Deal with misbehavior quickly, consistently and

respectfully.- deal with attention-seeking students

- avoid power struggles rather offer some positions of responsibility or decision making

- address the behavior not the student’s character

- invoke consequences

- prevent escalation through talking with the student

2. When all else fails, respectfully move the

problem-student from the class. Continued disruptions are

detrimental to the over-all object that all students will become effective and active learners.

Use behavioral plan = can be written in contract form and should include expected behavior for the student, positive recognition for compliance, and consequences for failing.

What are the Ways to Build and Practice

Communication Skills for

Classroom Management

Three Models for Dealing with

Student Misbehavior

Guidelines for

Effective Praise

Kohn’s (1996)Ten Suggestions for Dealing with

Disruptive or Misbehaving

Students

Some Preconditio

ns for Effective

Motivation(David Nunan,

2009)

The Positive

Classroom Matrix

Using Positive

Discipline in Managing Student

Behavior in Class

My Classroom Management Profile

Answer the form individu

ally

Authoritarian Firm limits & controls Quiet classroom No indication of “cura personalis” Passive students Teacher prefers vigorous discipline and expects swift obedience

Students need to follow directions and not asking why

Authoritative Limits & controls but with students independence

More open to verbal interaction

More warm and nurturing

Encourages self-reliance & socially competent behavior

Laissez-faire Few demands & controls (“bayaan na lang, padaanin na lang”)

Strives not to hurt student’s feelings, can’t say no

Very involves with students

Students’ buddy

Discipline is likely to be inconsistent

Indifferent Not very involved in the classroom

No (or lacking) classroom discipline

No impositions

Not prepared

Results to students having low achievement motivation and lack of

self-control

CM Profile

Low Control

High Control

Low Concern or affection

Indifferent

Authoritarian

High Concern or affection

Laissez-Faire

Authoritative

How do our belief affect the way we manage our

classroom?

“Whatever one believes to be

true either is true or becomes true in one’s mind.”

- John C. Lily

How do our belief affect the way we manage our

classroom?

The teacher’s beliefs become

students’ Reality.

Beliefs

How we work with students in the

classroom is shaped primarily

by what we believe about how

students learn how to behave.

What do Teachers Do to Create a Well-managed Classroom?

(Kuonin)8 variables for describing the group

management behavior of Ts

1. With-itness – the ability to accurately spot deviant behavior even before starts

2. Overlappingness – the ability to spot and deal with deviant behavior while going right on with the lesson

8 variables for describing the group management behavior of Ts

3. Smoothness – absence of behavior that interrupt the flow of activities

4. Momentum – absence of behaviors that slow down lesson pacing

5. Group alerting – techniques the T uses to keep non-involved Ss attending and forewarned of forthcoming event

8 variables for describing the group management behavior of Ts

6. Accountability – techniques used by Ts to keep Ss accountable for their performance7. Challenge arousal – techniques used by Ts to keep Ss involved and enthusiastic

8. Variety – the degree to which various aspects of lessons differ

Important Findings

• With-itness, momentum, overlappingness, smoothness, and group alertingn all appear to increase student involvement

• With-itness and momentum decreases Ss deviancy

Dangle = leaving a topic dangling to do something else

Flip-flop = beginning and stopping an activity and then going back to it

Common Problems in Maintaining Smoothness and

Momentum

Fragmentation = breaking instruction/activities into overly small segments

Overdwelling – staying too long giving instructions or in an activity even after Ss understand itStimulus-bounded – T is so immersed in a small groupnof Ss; ignores others

Common Problems in Maintaining Smoothness and

Momentum

Thrust = T burst into activities without assessing Ss readiness, gives orders/questions that confuse SsTruncation = T end activities abruptly

Set procedures that govern Ss talk, partipation and movement, turning in work, and what to do during downtime.Give clear instructions.

What do Effective Classroom Managers do?

Handle misbehavior quickly.

Give clear and explicit presentations and explanations.

Use appropriate classroom layout.

• Discipline – school wide consistency

- General rules- Specific rules

Student behavior to be taught in the 1st week of

classes

• Procedures – how the teachers wants things to be done

• Routines – what students do automatically

Procedures and Routines Defined

• Only about 7 rules and procedures at the secondary level

• 5 to 8 at the elementary level

How many rules?

Carefully select the rules and procedures for your classroom

• Explain

• Rehearse

• Reinforce

Teaching Classroom Procedures must be:

• Know

• Understand

• Accept/Embrace

In teaching classroom procedures and cchool policies

, the students should :

Workshop 3:

Group yourselves according to the

category you are as advisers and assistant

adviser1. Preschool2. Cat A

3. Cat B4. Cat C

Workshop 3:Who are

bullies and bullied

among my students?

HOUSE OF REPRESENTATIVES

H. No. 5496

HOUSE OF REPRESENTATIVESH. No. 5496

House of RepresentativesH. No. 5496

Through our hearts and hands, the

children need to be provided with an education in an

environment which does not destroy their

self-esteem.

Thank

You