Harold Harold CaramatCaramat

WelcomePrinciples of Teaching 1Principles of Teaching 1

Classroom management!

What is classroom management

Principles in classroom ManagementGuiding Guiding

Principles in Principles in Classroom Classroom

Management Management

Classroom Management

Rationale Good classroom management is a key

factor in teachers’ professional life. It helps to maintain congenial and positive learning environment in the class. It also helps to set standard procedures and rules to carry out in day-to-day teaching effectively and smoothly. This subsequently helps the students to learn skills which they need in the adult world.

My Teaching Philosophy

I will produce a safe, fun, and cooperative I will produce a safe, fun, and cooperative environment for learning. environment for learning. Discipline will Discipline will

be given immediately and when be given immediately and when necessarynecessary. . Every student will have a clean Every student will have a clean

slate in my classroom each day. Each slate in my classroom each day. Each student will be given the individual attention student will be given the individual attention

they need to succeed. they need to succeed.

What is Classroom Management– It’s effective discipline– It’s being prepared for class– It’s motivating your students– It’s providing a safe, comfortable

learning environment– It’s building your students’ self

esteem– It’s being creative and creative and

imaginative imaginative in daily lessons.

What classroom management IS...Creating a safe, inclusive environment for all studentsBuilding strong, positive relationships with studentsUnderstanding the unique adolescent body and mindsetUnderstanding the multi-cultural and individual differences within a classroomPromoting a LOVE for learning and successPresenting engaging instructionConsistent and fair disciplineWell-practiced routinesStating simple and clear expectations for rulesStaging appropriate interventions

What is Classroom Management?

“The actions taken by the teachers to create and maintain a learning environment conducive for successful instruction.”

Evertson & Weinstein

2006

Remember ! Classroom management makes you

swim or sink!

Gardening and Knitting-an analogy !

Gardening:Good teaching is like gardening. The

most important part of the activity is preparation of the soil so that plants can grow.

Knitting:If you don’t get the very first row right,

later in the pattern, you have to go back, rip out all the yarn, and start over again…

What classroom What classroom management is management is NOTNOT......Telling students what to do to Telling students what to do to make your life easiermake your life easierUnengagingUnengagingTeaching lessons in the style Teaching lessons in the style you want to teach because it's you want to teach because it's easiest for youeasiest for youA A power struggle power struggle between between teacher/studentteacher/studentOverlooking of adolescent Overlooking of adolescent needsneedsGeared toward the teacher's Geared toward the teacher's preferencespreferencesInconsistent Inconsistent discipline or discipline or overlooking of problemsoverlooking of problemsClassroom favoritismClassroom favoritismUnplanned and “winged”Unplanned and “winged”Full of numerous, illogical, Full of numerous, illogical, overbearingoverbearing rules and rules and consequencesconsequences

Why do teachers in general struggle with Why do teachers in general struggle with classroom managementclassroom management

“Consider the research by Walter Borg and Frank Ascione (1982). In a study involving 34 elementary school teachers who were randomly assigned to experimental and control conditions, they found that (1) teachers who had been trained in the use of effective classroom management techniques (the experimental group) improved their use of those techniques when compared to a group of untrained teachers (those in the control group), and (2) the students of the teachers in the experimental group had fewer disruptions and higher engagement rates than those in the control groups.” - ASCD

The answer, thus, lies in lack of training. Whether it is lack of training in school or on the job, teachers are teachers are not “born” classroom managers. not “born” classroom managers. While some teachers may EXCELEXCEL in classroom management right away through charisma with their students, truly refined management comes from learning and training and is accessible to all teachers.

Why is Classroom Management Important?

• SATISFACTION AND SATISFACTION AND ENJOYMENT ENJOYMENT in teaching are dependent upon leading students to cooperate

• Classroom management issues are of highest concern for highest concern for beginning teachersbeginning teachers

What are the most important tools we as teachers can use from day one to develop great classroom

management

QUALITIES OF EFFECTIVE QUALITIES OF EFFECTIVE TEACHERSTEACHERS

Consistent, Proactive disciplines is the crux of Consistent, Proactive disciplines is the crux of effective classroom management effective classroom management

Establish routines for all daily tasks and needs

Smooth transitions and continuity of momentum throughout the day

Strike a balance between variety Strike a balance between variety and challenge in students’ activitiesand challenge in students’ activities

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QUALITIES OF EFFECTIVE QUALITIES OF EFFECTIVE TEACHERSTEACHERS

Be aware of all actions and Be aware of all actions and activities in the classroomactivities in the classroom

Resolve minor inattention and disruption before they became major disruptions

Reinforce positive behaviour

Treat minor disturbance calmlyTreat minor disturbance calmly

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9 Work out a physical arrangement of chairs that facilitates teaching-learning process

QUALITIES OF EFFECTIVE QUALITIES OF EFFECTIVE TEACHERSTEACHERS

1.1.CConsistent, onsistent, PProactive roactive DDisciplines is the crux isciplines is the crux of of EEffective ffective CClassroom lassroom

MManagement anagement

“Prevention is better than cure”

““It is better to try to keep a bad thing It is better to try to keep a bad thing from happening than it is to fix the from happening than it is to fix the bad thing once it has happened.”bad thing once it has happened.”

““Something that you say which means Something that you say which means it is better to stop something bad it is better to stop something bad happening than it is to deal with it happening than it is to deal with it after it has happened More advice is after it has happened More advice is needed on how to stay healthy needed on how to stay healthy because, as we all know, prevention is because, as we all know, prevention is better than cure.” better than cure.”

“As a teacher, we almost always found that if we was angry with our students, we had waited too long to address issues or that were not using consequences consistently. Using minor interventions and small consequences that you can administer fairly and without hesitation before a situation gets emotional is the key to maintaining control and earning students' respect.” - Doug Lemov, Author of “Teach Like a Champion”

CONSISTENCY

Routines—also known as classroom procedures—rid students of distractions that waste time and interfere with learning. Guesswork is minimized. Minor frustrations and inconveniences are fewer, as are opportunities for misbehavior. The students, then, are left to focus on learning. - Michael Linsin, writer of the blog “Smart Classroom Management” and author of the book Dream Classroom

2. ROUTINES

Smooth transitions and Smooth transitions and continuity of momentum continuity of momentum

throughout the day ensure throughout the day ensure us that every instructional us that every instructional

moment is made use of moment is made use of wisely. wisely.

3.Smooth transitions and continuity of momentum throughout the day

A variety of students A variety of students activities will ensure that activities will ensure that

students’ multiple students’ multiple Intelligences and varied Intelligences and varied

learning styles are consider learning styles are consider in the conduct of student in the conduct of student

activities.activities.

4. Strike a balance 4. Strike a balance between variety and between variety and

challenge in students’ challenge in students’ activitiesactivities

5. Be Aware of all 5. Be Aware of all Actions and Activities Actions and Activities

in the Classroomin the ClassroomOur Heightened Awareness Our Heightened Awareness of everything that is of everything that is happening in our happening in our classroom puts our pupils classroom puts our pupils and students on their toes and students on their toes all the time.all the time.

6. Resolve Minor inattention and 6. Resolve Minor inattention and disruption before they became disruption before they became

major disruptionsmajor disruptions

““A SA Stitchtitch O Onn T Timeime S Savesaves NNineine””

7. Reinforce positive 7. Reinforce positive behaviorbehavior

Be Generous With Be Generous With Genuine Praise!!! Genuine Praise!!!

8. Treat minor disturbance 8. Treat minor disturbance calmly.calmly.

““Do not make a mountain Do not make a mountain out of a mole” out of a mole”

9. Work out a physical 9. Work out a physical arrangement of chairs arrangement of chairs

that facilitates an that facilitates an interaction teaching-interaction teaching-

learning process.learning process.

Conclusion

Thank you!

HAROLD CARAMATAB-PSYCH

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